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Vol..  iv     No.  i  November  1910 


THE  ORIGIN 


OF   THE 


LAND  GRANT  ACT  OF  1862 

(The  So-called  Morrill  Act) 


AND 


Some  Account  of  its  Author 

JONATHAN  B.  TURNER 


BY 


EDMUND  J.  JAMES,  Ph.D.,  LL.D. 

President  of  the  University  of  Illinois 


PRICE,  PAPER  75  CENTS 
CLOTH  $1.35 


UNIVERSITY  PRESS 
URBANA-CHAMPAIGN 


Copyright  1910 
By  the  University  of  Illinois* 


ERRATA 

i.    Page  8,  paragraph  3,  add  as  a  footnote  the  following: 
Compare  language  here  used  with  that  in  the  "Proposed  plan  of 
Action"  of  1853,  printed  on  page  108  of  this  work- 

2.     Page  27,  line  10,  insert  after  the  words  "for  the  liberal,"  the  ad- 
ditional words  "and  practical." 

Also  add  to  this  sentence  as  a  footnote  the  following : 
Compare  language  used  here  with  that  in  paragraph  2  of  the  "Pro- 
posed plan  of  Action"  page  108  of  this  paper. 


Copyright  1910 
By  the  University  of  Illinois 


THE  ORIGIN 


of  the 


LAND  GRANT  ACT  OF  1862 


(The  so-called  Morrill  Act) 


and 


Some  Account  of  its  Author 
Jonathan  B.  Turner 


BY 


EDMUND  J.  JAMES,  Ph.D.,  LL.D. 
President  of  the  University  of  Illinois 


UNIVERSITY  OF  ILLINOIS 

URBANA,  ILLINOIS 


i    JO 

.1 


CONTENTS 

PAGE 

Thesis   7 

Appendix  A,  Letter  from  Senator  Morrill 33 

Appendix  B,  Extract  from  Forquer's  Letter t,7 

Appendix  C,  The  Turner  Pamphlet   45 


THE  STATE  OF  ILLINOIS  AND  THE  LAND  GRANT  ACT 

OF  1862 

(The  so-called  Morrill  Act) 

Thesis 

It  is  proposed  to  prove  in  this  paper  that  Jonathan  B.  Turner, 
at  one  time  professor  in  Illinois  College  at  Jacksonville,  Illinois, 
was  the  real  father  of  the  so-called  Morrill  Act  of  July  2,  1862, 
and  that  he  deserves  the  credit  of  having  been  the  first  to  formu- 
late clearly  and  definitely  the  plan  of  a  national  grant  of  land  to 
each  state  in  the  Union  for  the  promotion  of  education  in  agricul- 
ture and  the  mechanic  arts,  and  of  having  inaugurated  and  con- 
tinued to  a  successful  issue  the  agitation  that  made  possible  the 
passage  of  the  bill. 


(?) 


8 


There  is  no  desire  to  detract  one  iota  from  the  credit  due  Mr. 
Morrill  for  his  earnest,  wise  and  persistent  advocacy  of  the  policy 
of  Federal  Aid  to  education.  By  his  action  on  this  subject  he 
gained  and  deserved  the  name  of  statesman  and  his  glory  and 
reputation  will  wax  with  the  passing  years  while  that  of  many  of 
his  colleagues  who  were  more  prominent  at  the  time  will  wane 
and  pass  away ;  because  they  did  not  recognize  the  really  important 
things  and  he  did.  All  honor  to  him  for  his  early  work  and  above 
all  for  his  continued  support  of  this  policy  once  begun ! 

On  the  other  hand,  the  credit  for  having  first  devised  and 
formulated  the  original  plan  and  of  having  worked  up  the  public 
interest  in  the  measure  so  that  it  could  be  passed  belongs  clearly 
to  Professor  Turner  and  should  be  accorded  him. 

The  federal  act,  signed  by  Abraham  Lincoln  July  2,  1862,  by 
which  a  grant  was  made  to  each  state  in  the  Union  of  thirty  thou- 
sand acres  of  land  for  each  senator  and  representative  to  which 
it  was  entitled  in  the  federal  congress  for  the  purpose  of  promot- 
ing "the  liberal  and  practical  education  of  the  industrial  classes 
in  the  several  pursuits  and  professions  in  life,"  has  turned  out 
to  be,  in  the  course  of  time,  the  greatest  endowment  of  higher 
education  ever  made  at  one  time  by  the  act  of  any  legislature. 

It  marked  the  beginning  of  a  comprehensive  policy  of  federal 
endowment  of  higher  education  which  has  been  continued  by  the 
enactment  of  several  subsequent  acts  looking  in  the  same  direc- 
tion, notably  (1)  the  so-called  Hatch  act  of  March  2,  1887,  which 
provided  for  a  permanent  appropriation  to  each  state  in  the 
Union  of  fifteen  thousand  dollars  per  year  for  the  purpose  of 
establishing  an  agricultural  experiment  station  in  each  state; 
further  (2)  the  so-called  Morrill  College  Aid  act  of  August  30, 
1890,  providing  for  a  permanent  appropriation  to  each  state  in 

(8) 


9 

the  Union  of  fifteen  thousand  dollars  per  year,  increased  by  one 
thousand  dollars  per  year  until  it  amounted  to  the  sum  of  twenty- 
five  thousand  dollars  per  year,  for  the  more  complete  endowment 
and  support  of  the  colleges  for  the  benefit  of  agriculture  and  the 
mechanic  arts,  established  under  the  act  of  1862;  further  (3)  the 
so-called  Adams  act  of  March  16,  1906,  providing  for  a  permanent 
appropriation  to  each  state  in  the  Union  in  the  sum  of  five  thou- 
sand dollars  per  annum  and  an  annual  increase  of  the  amount 
of  such  appropriation  thereafter  for  five  years  by  an  additional 
sum  of  two  thousand  dollars,  after  which  the  sum  of  thirty  thou- 
sand dollars  should  be  paid  each  year  for  the  more  complete  en- 
dowment and  maintenance  of  agricultural  experiment  stations; 
and  finally  (4)  the  so-called  Nelson  act  of  March  4,  1907,  which 
provided  for  each  state  in  the  Union  a  sum  of  five  thousand  dol- 
lars per  annum,  increased  each  year  for  four  years  by  an  addi- 
tional sum  of  five  thousand  dollars,  and  thereafter  an  annual  sum 
of  fifty  thousand  dollars,  for  the  more  complete  endowment  and 
maintenance  of  agricultural  colleges  established  under  the  act 
of  1862. 

Under  the  Nelson  act,  therefore,  in  a  short  time,  fifty  thou- 
sand dollars  a  year;  and  under  the  Adams  act,  thirty  thousand 
dollars  a  year,  will  be  added  for  each  state  in  the  Union  to  the 
proceeds  of  the  Land  Grant  Act  of  1862.  Thus  ere  long  the  sum 
of  eighty  thousand  dollars  per  year  will  be  appropriated  by  the 
federal  government  to  each  state  in  the  Union,  in  addition  to  the 
proceeds  of  the  original  land  grant  of  1862,  for  the  endowment 
of  these  institutions  which  have  been  created  in  the  different 
states. 

According  to  the  report  of  the  United  States  Commissioner 
of  Education  for  the  year  ending  June  30,  1909,  educational 
institutions — sixty-eight  in  number — receiving  the  benefits  of  the 
acts  of  congress  of  July  2,  1862,  August  30,  1890,  and  March  4, 
1907,  were  in  operation  in  all  the  states  and  territories  except 
Alaska. 


(9) 


10 

The  total  value  of  property  held  for  the  benefit  of  these 
institutions  amounts  to  1113,291,998.00 

This  is  made  up  as  follows: 

I     Endowment    funds    and   unsold   lands    granted    for   endowment..  46,283,779.00 
II     Material  Equipment — 

Farms   and   grounds    13,219,199.00 

Buildings     38,290,129.00 

Library     4,129,840.00 

Live   Stock    542,248.00 

Apparatus,   machinery,   and   miscellaneous   equipment    10,826,803.00 

113,291,998.00 

The  total  income  exclusive  of  the  funds  received  from  the 
United  States  for  agricultural  experiment  stations  ($1,169,780) 
was  118,595,893. 

The  sources  of  this  income  with  the  amount  for  the  year  end- 
ing  June  30, 1909,  are  as  follows : 

Income  from   endowment  granted  by  state 98,353.00 

Appropriations  for  current  expenses    3,723,992.00 

Tax  levy  for  current  expenses   2,559,995.00 

Appropriations   for  buildings  or  other  special  purposes    3,488,767.00 

Tax  levy  for  buildings  or  other  special  purposes   715. 171. 00 

Total    State    Aid    10,586,278.00 

From   land  grant   of    1862 763,275 

From   other   grants    161,791 

From  additional  endowment,  acts  of  Aug.  30,  1890,  and  Mar. 

4.    1907    1,750,000 

Total    federal    aid    2,675,066 

From    other    endowment    funds    783,719 

Tuition    fees    1,136,631 

Incidental  fees   1,023.336 

From  miscellaneous  sources    2,390,863 

Total    Income    18,595,893 


(10) 


11 

The  number  of  teachers  in  colleges  of  agriculture  and  the 
mechanic  arts  was  as  follows : 

Men     4,994 

Women   624 

5,6i8 

The  enrollment  for  the  year  ending  June  30,  1909,  was 

Men     54,444 

Women     18,421 

Total     72,865 

Total  number  of  volumes  in  the  libraries  was 2,397,812 

Total  number  of  pamphlets    555,247 

The  total  number  of  acres  of  land  granted  to  the  states  under 
the  act  of  1862  was  10,578,529  of  which  1,026,847  acres  are  still 
unsold. 

The  number  of  students  graduated  in  1909  was 

Men     .- 4,625 

Women 1,238 

Total 5,861 

The  average  age  of  whom  was  22  years  and  8  months. 

An  examination  of  the  institutions  which  have  received  the 
benefit  of  the  land  grant  act  of  1862  and  the  various  appropria- 
tions since  will  reveal  the  following  interesting  facts : 

1.  That  a  large  number  of  the  sixty-eight  institutions  receiv- 
ing these  funds,  owe  their  existence  directly  to  the  land  grant  act, 
having  been  created  upon  the  basis  of  this  federal  appropriation. 

2.  That  in  some  cases  the  proceeds  were  given  to  existing 
institutions  which  had  been  already  established  by  the  states 
for  the  purpose  of  promoting  the  advance  of  agriculture  and  the 
mechanic  arts.  This  was  notably  the  case  in  Michigan,  in  which 
an  agricultural  college  had  been  established  in  1857. 

3.  That  in  other  cases  the  proceeds  were  given  to  institutions 
already  in  existence,  on  condition  that  they  should  provide  for 
the  instruction  in  the  new  subjects.     Some  of  these  institutions 

(11) 


12 

were  stale  institutions,  some  were  private.  Thus  in  Massachusetts 
the  money  was  given  partly  to  the  Massachusetts  Institute  of 
Technology  and  partly  to  an  institution  created  for  the  purpose 
of  affording  agricultural  education  at  Amherst.  In  Connecticut 
the  money  was  given  in  the  first  instance  to  Yale  College,  but  was 
subsequently  given  to  a  special  institution  organized  to  take  the 
benefits  of  this  act.  In  some  states  the  money  was  given  to  the 
state  universities  which  had  been  already  created  by  previous 
acts,  notably  in  Minnesota  and  Wisconsin.  In  other  states  insti- 
tutions were  organized  upon  the  basis  of  this  act  and  they  have 
grown  to  be  great  state  universities,  extending  the  scope  of  their 
instruction  to  all  subjects  usually  embraced  in  the  scheme  of 
American  state  university  instruction.  This  was  the  case  in 
Illinois,  and  the  University  of  Illinois  has  become  the  largest  and 
richest  and  most  comprehensive  institution  of  those  which  owe 
their  origin  to  this  act  of  1862. 

Another  interesting  fact  which  is  revealed  bv  the  studv  of 
the  statistics  regarding  the  land  grant  institutions  is  that  this 
gift  on  the  part  of  the  federal  government  has  stimulated 
enormously  similar  gifts  on  the  part  of  the  states,  so  that  the 
state  appropriations  for  current  expenses  ($2,559,995.00)  and  for 
buildings  or  other  special  purposes  ($3,488,767)  for  the  year  1909 
amounted  to  more  than  eight  times  the  value  of  the  income  from 
the  proceeds  of  the  original  land  grant  of  1862  ($763,275.00) .  If 
we  compare  the  total  income  of  all  these  institutions  from  all 
sources  with  the  income  direct  and  indirect  from  federal  sources, 
the  disproportion  is  still  more  striking.  The  federal  grant  for 
this  purpose  has  clearly  proved  a  great  stimulus  to  the  individual 
states  and  to  private  citizens  in  the  work  of  giving  toward  the 
support  of  these  institutions. 

From  present  indications  it  would  appear  that  the  appropria- 
tions thus  far  made  bv  the  federal  government  are  onlv  the  begin- 
ning  of  what  will  ultimately  be  made  by  the  same  branch  of  the 
government  for  the  support  of  higher  education  throughout  the 
territory  subject  to  the  jurisdiction  of  the  United  States.  It  is  all 
an  indication  of  how  steadily  the  consciousness  of  the  people 
has  grown  to  the  acceptance  of  the  view  that  education  is  not 

(12) 


13 

merely  a  local,  nor  merely  a  state,  but  that  it  is  also  a  national 
matter;  that  its  importance  is  fundamental  and  that  the  problems 
of  education  in  this  country  will  never  be  settled  until  the  nation 
recognizes  that  education  is  a  national  function,  as  much  as  war, 
or  the  protection  and  furtherance  of  commerce,  or  the  establish- 
ment of  justice. 

It  is  not  too  much  to  claim,  then,  that  the  federal  land  grant 
of  1862  marks  the  beginning  of  one  of  the  most  comprehensive, 
far-reaching,  and  one  might  almost  say,  grandiose,  schemes  for 
the  endowment  of  higher  education  ever  adopted  by  any  civilized 
nation. 

With  the  growth  of  these  federal  and  state  appropriations 
for  the  support  of  this  great  chain  of  institutions  extending  from 
Maine  through  California  to  Hawaii,  and  from  the  state  of  Wash- 
ington through  Florida  to  Porto  Rico,  and  with  the  increasing 
size  and  importance  of  these  institutions,  it  is  natural  that  people 
should  become  interested  in  the  history  of  this  great  movement, 
which  has  resulted  almost  over  night  in  this  great  creation.  The 
great  German  thinker  Lessing  says  in  one  place  that  "That  which 
you  do  not  see  growing,  you  may  find  after  a  time  grown,"  and 
so  this  great  undertaking  for  the  purpose  of  promoting  higher 
education  has  gone  on  from  increase  to  increase,  unconsciously 
in  large  part,  without  attracting  general  attention,  without  the 
knowledge  of  the  average  voter  whose  interests  were  certainly 
deeply  concerned  in  this  development. 

We  may  well,  therefore,  look  about  and  ask  the  question,  who 
was  responsible,  primarily,  for  the  inauguration  of  this  great 
plan?  Who  were  the  leaders  in  the  movement  which  has  resulted 
in  these  marvelous  results? 

The  first  act,  that  of  July  2,  1862,  is  commonly  known  as  the 
Morrill  Bill,  among  other  reasons  because  Mr.  Morrill,  first  repre- 
sentative and  then  senator  from  Vermont,  was  among  the  men  of 
his  time  in  Congress  the  one  who  interested  himself  most  actively 
perhaps  in  the  promotion  of  this  bill  during  the  years  '57  to  '62, 
though  the  law  which  was  finally  passed  and  signed  by 
President  Lincoln  was  introduced  into  the  senate  by  Senator 
Wade  of  Ohio,  and  urged  on  from  stage  to  stage  by  the  combined 

(13) 


14 

influence  of  Mr.  Morrill,  Mr.  Wade,  and  other  people  interested  in 
this  great  enterprise. 

The  bill  first  passed  congress  in  1859,  was  vetoed  by  Presi- 
dent Buchanan,  was  passed  again  by  a  subsequent  congress  and 
signed  by  President  Lincoln,  July  2,  1862. 

It  is  not  of  course  easy  to  determine  what  particular  person 
deserves  the  credit  for  the  ultimate  victory  of  a  great  cause  in 
which  many  people  were  enlisted.  In  fact  it  is  probably  untrue 
that  any  one  man  ever  succeeded  in  carrying  through,  himself, 
unaided,  any  great  enterprise  or  undertaking;  and  particularly 
when  a  movement  stretches  over  a  whole  century  in  its  develop- 
ment one  must  be  prepared  to  find  many  men  in  many  different 
places,  under  many  different  circumstances,  contributing  their 
mite  to  the  final  result.  This  is  certainly  true  of  this  great  move- 
ment for  federal  endowment  of  higher  education  in  the  form  of 
the  creation  of  colleges  for  agriculture  and  the  mechanic  arts. 

The  legislature  of  Illinois,  however,  deserves  the  credit  of 
being  the  first  legislature  to  petition  the  congress  of  the  United 
States  to  make  a  grant  of  federal  lands  to  each  state  in  the  union 
for  the  purpose  of  developing  in  each  state,  institutions  "for  the 
more  liberal  and  practical  education  of  our  industrial  classes 
and  their  teachers."  Other  legislatures  asked  congress  for  appro- 
priations of  land  to  establish  institutions  in  the  respective  states 
applying  for  the  appropriation.  Thus  the  legislature  of  Michigan 
petitioned  congress  on  April  2,  1850,  for  a  donation  of  350,000 
acres  of  public  lands  for  the  establishment  of  an  agricultural 
college  in  the  state  of  Michigan.  Other  states  recommended  or 
petitioned  congress  to  appropriate  money  from  the  treasury  for 
the  establishment  of  an  agricultural  bureau  and  for  the  estab- 
lishment of  a  national  institution  similar  to  West  Point  and 
Annapolis  for  the  teaching  of  agriculture.  Massachusetts  asked 
on  April  20,  1852,  for  a  grant  of  public  lands  in  aid  of  a  "national 
normal,  agricultural  college,  which  should  be  to  the  rural  sciences 
what  West  Point  Academy  is  to  the  military,  for  the  purpose  of 
educating  teachers  and  professors  for  service  in  all  the  states  of 
the  republic." 


(14) 


15 

The  state  senate  of  New  York  passed  a  resolution  March  30, 
1852,  which  was  endorsed  by  the  House  of  Representatives  on 
April  17th  of  the  same  year,  asking  congress  "to  make  grants  of 
land  to  all  the  states  for  the  purpose  of  education  and  for  other 
useful  public  purposes."  This  indicated,  of  course,  a  mere  desire 
to  get  for  New  York  state  its  share  of  public  lands  and  not  any 
live  interest  in  education  in  agriculture  or  the  mechanic  arts. 

But  there  would  have  been  little  possibility,  as  one  looks  at 
it  now,  of  ever  getting  the  federal  congress  to  appropriate  at  the 
outset,  cash  from  the  federal  treasury  for  the  endowment  of  state 
institutions.  There  was  indeed  considerable  difficulty  in  getting 
congress  to  appropriate  public  lands  within  the  individual  states 
for  the  establishment  of  industrial  institutions  within  these  states, 
though  this  had  been  already  done  in  some  instances.  Beginning 
in  1787,  when  that  famous  Ordinance  declared  that,  "Religion, 
morality,  and  knowledge  being  necessary  to  good  government  and 
the  happiness  of  mankind,  schools  and  the  means  of  education 
shall  forever  be  encouraged"  the  states  that  were  carved  from  the 
Northwest  Territory  set  aside  two  or  more  townships  of  govern- 
ment land  for  the  support  of  higher  education.  Other  states 
formed  west  of  the  Mississippi  followed  their  example.  This, 
however,  did  not  apply  to  the  older  states.  In  1819,  the  senate 
passed  a  bill  donating  land  to  the  state  of  Connecticut  for  a 
seminary  of  learning  for  the  deaf  and  dumb.  In  1827,  congress 
donated  lands  to  Kentucky  for  a  seminary  of  learning  for  the  deaf 
and  dumb.  In  1838  a  township  of  land  in  Florida  was  granted 
to  Dr.  Henry  Perrine  to  "promote  the  cultivation  of  tropical 
plants."  In  1841,  there  was  donated  to  each  of  the  new  states 
500,000  acres  of  land.  In  1846,  congress  donated  to  the  state  of 
Tennessee  a  million  three  hundred  thousand  (1,300,000)  acres 
on  the  condition  that  the  state  would  endow  and  establish  a  college 
at  an  expense  of  not  less  than  forty  thousand  dollars. 

The  only  probability,  perhaps  one  might  say  the  only  possi- 
bility, of  ever  securing  federal  support  for  these  higher  institu- 
tions of  learning  within  the  states,  lay  first  in  a  federal  land 
grant  as  distinct  from  a  federal  appropriation  in  cash.  Second, 
in  a  federal  land  grant  to  each  state  in  the  union,  old  as  well  as 

ds) 


16 

new,  as  distinct  from  an  appropriation  of  lands  to  the  newer  states 
within  which  public  lands  were  still  unsold.  Third,  a  federal  land 
grant  to  each  state  in  the  union  for  the  promotion  of  education 
along  ''practical"  lines  as  distinguished  from  other  forms  of  edu- 
cation. This  particular,  definite  proposition,  therefore,  of  a 
federal  land  grant  to  each  state  in  the  union  for  the  purpose  of 
establishing  a  college  of  agriculture  and  the  mechanic  arts  in  each 
state  was,  as  it  seems  now,  in  all  probability,  the  only  feasible 
proposition  likely  to  accomplish  the  end  in  view.  And  this  propo- 
sition was  first  recommended  to  congress  by  the  legislature  of 
Illinois,  in  resolutions  approved  February  8,  1853. 1 
These  resolutions  read  as  follows : 

"Whereas,  the  spirit  and  progress  of  this  age  and  country  demand  the 
culture  of  the  highest  order  of  intellectual  attainment  in  theoretic  and  industrial 
science ;   and 

Whereas,  it  is  impossible  that  our  commerce  and  prosperity  will  continue  to 
increase  without  calling  into  requisition  all  the  elements  of  internal  thrift  arising 
from  the  labors  of  the  farmer,  the  mechanic,  and  the  manufacturer,  by  every  fos- 
tering effort  within  the  reach  of  the  government ;  and 

Whereas,  a  system  of  Industrial  Universities,  liberally  endowed  in  each  state 
of  the  union,  co-operative  with  each  other,  and  with  the  Smithsonian  Institute 
at  Washington,  would  develop  a  more  liberal  and  practical  education  among  the 
people,  tend  to  more  intellectualize  the  rising  generation  and  eminently  conduce 
to  the  virtue,  intelligence  and  true  glory  of  our  common  country;  therefore  be  it 

Resolved,  by  the  House  of  Representatives,  the  Senate  concurring  herein, 
That  our  Senators  in  Congress  be  instructed,  and  our  Representatives  be  requested, 
to  use  their  best  exertions  to  procure  the  passage  of  a  law  of  Congress  donating 
to  each  state  in  the  Union  an  amount  of  public  lands  not  less  in  value  than  five 
hundred  thousand  dollars,  for  the  liberal  endowment  of  a  system  of  Industrial 
Universities,  one  in  each  state  in  the  Union,  to  co-operate  with  each  other,  and 
with  the  Smithsonian  Institute  at  Washington,  for  the  more  liberal  and  practical 
education  of  our  industrial  classes  and  their  teachers ;  a  liberal  and  varied 
education,  adapted  to  the  manifold  wants  of  a  practical  and  enterprising  people, 
and  a  provision  for  such  educational  facilities  being  in  manifest  concurrence  with 
the  intimations  of  the  popular  will,  it  urgently  demands  the  united  efforts  of  our 
strength. 

Resolved,  That  the  Governor  is  hereby  authorized  to  forward  a  copy  of  the 
foregoing  resolutions  to  our  Senators  and  Representatives  in  Congress,  and  to  the 

JCp.  Appendix  C,  page  95. 

(16) 


17 

Executive  and  Legislature  of  each  of  our  sister  States,  inviting  them  to  co-operate 
with  us  in  this  meritorious  enterprise. 
(Sigs.) 

John   Reynolds, 
Speaker  of  the  House  of  Representatives. 
G.  Koerner, 

Speaker  of  the  Senate. 
Approved,  February  8,   1853. 

J.  A.  Matteson. 
A  true  copy:     Attest, 
Alexander  Starne, 

Secretary  of  State. 

These  resolutions,  it  is  believed,  were  sent  in  accordance  with 
the  suggestion  of  the  last  clause  of  the  same  to  the  governor  and 
legislature  of  every  state  in  the  union.  They  were  sent  to  the 
federal  congress  and  were  presented  in  the  Senate  by  the  junior 
senator  from  Illinois,  Hon.  Jas.  Shields,  on  March  20,  1854,  and 
referred  to  the  committee  on  public  lands.  (See  p.  686,  Congres- 
sional Globe.    1st.  Sess.  of  33d  Congress). 

They  were  presented  on  the  same  day  in  the  House  of  Rep- 
resentatives by  Elihu  B.  Washburn  and  ordered  on  motion  of  Mr. 
Washburn  to  lie  on  the  table  and  be  printed,  (cp.  p.  678  of  the 
same  volume  of  the  Globe). 

They  were  sent  to  all  the  leading  newspapers  in  the  United 
States  and  they  attracted  marked  attention  at  the  time,  not  only 
in  the  agricultural  newspapers  but  in  the  current  daily  news- 
paper press  of  the  day. 

Thus  the  New  York  Tribune,  the  most  widely  circulated 
paper  of  the  time  throughout  the  nation  as  a  whole,  in  an  editorial 
written  probably  by  Horace  Greeley  himself  in  the  issue  of  Febru- 
ary 26,  1853,  speaks  thus  of  these  Illinois  resolutions. 

"It  may  now  be  ten  years  since  a  few  poor  and  inconsiderate 
persons  began  to  'agitate'  in  favor  of  a  more  practical  system  of 
thorough  education,  whereby  youth  without  distinction  of  sex 
should  be  trained  for  eminent  usefulness  in  all  the  departments 
of  industry.  They  demanded  seminaries  in  which  agriculture,  the 
mechanic  arts,  the  management  of  machinery,  &c,  should  be  thor- 
oughly taught,  based  upon  a  knowledge  of  chemistry,  geology, 
botany,  hydraulics,  &c,  with  a  corresponding  proficiency  in  all 

(17) 


18 

that  pertains  to  housewifery,  and  household  manufactures  for 
female  pupils.  These  demands  made  very  little  immediate  impres- 
sion on  the  public  mind.  They  were  backed  by  no  great  names, 
and  no  imposing  array  of  colonels,  generals  and  honorables  was 
ever  presented  in  the  reports  of  the  agitators'  meetings.  In  fact, 
these  meetings,  proffering  no  chances  for  making  personal  or 
party  capital,  and  holding  out  no  prospects  of  snug  berths  for 
cousins  and  younger  brothers,  have  always  been  but  thinly 
attended.  The  only  class  feeling  a  deep  interest  in  them  was 
that  one  which  could  least  afford  the  time  and  expense  involved 
in  attendance  on  distant  conventions.  And  the  great  majority 
of  the  journals  have  not,  to  this  day,  evinced  a  consciousness  that 
any  such  movement  had  an  existence." 

"Still,  the  idea  has  slowly  gained  ground  wherever  a  few 
faithful  advocates  were  found  to  cherish  it,  and  several  small 
conventions  of  its  friends  have  been  held  in  this  state,  looking  to 
the  foundation  of  a  'People's  College'  and  the  project  has  elicited 
the  marked  approval  of  Gov.  Hunt  and  Gov.  Seymour.  Two  state 
conventions  have  in  like  manner  been  held  in  Illinois — the  last 
some  few  weeks  ago — and  one  result  of  these  is  the  passage  by  the 
legislature  of  the  state  of  the  following  joint  resolutions :" 

(Here  follow  the  resolutions  as  printed  above). 

"Here  is  the  principle  contended  for  by  the  friends  of  prac- 
tical education  abundantly  affirmed,  with  a  plan  for  its  immediate 
realization.  And  it  is  worthy  of  note  that  one  of  the  most  exten- 
sive of  the  Public  Land  (or  new)  states  proposes  a  magnificent 
donation  of  Public  Lands  to  each  of  the  states,  old  as  well  as  new, 
in  furtherance  of  this  idea.  Whether  that  precise  form  of  aid  to 
the  project  is  most  judicious  and  likely  to  be  effective,  we  will  not 
here  consider.  Suffice  it  that  the  legislature  of  Illinois  has  taken 
a  noble  step  forward,  in  a  most  liberal  and  patriotic  spirit,  for 
which  its  members  will  be  heartily  thanked  by  thousands  through- 
out the  union.  We  feel  that  this  step  has  materially  hastened  the 
coming  of  Scientific  and  Practical  Education  for  all  who  desire 
and  are  willing  to  work  for  it.    It  cannot  come  too  soon." 

The  same  editorial  was  printed  in  the  semi-weekly  Tribune  of 
March  1,  1853. 

08) 


19 

These  resolutions  attracted  the  attention  of  other  news- 
papers.2 

Wherever  these  resolutions  were  discussed,  in  the  press  of 
the  day,  the  credit  for  initiating  this  particular  movement  which 
inside  of  ten  years  was  destined  to  be  crowned  with  success,  was 
given  to  the  Illinois  legislature. 

The  Governor  of  the  state,  at  the  time  these  resolutions  were 
passed,  was  Joel  A.  Matteson.  Governor  French,  the  immediate 
predecessor  of  Matteson,  had  interested  himself  in  the  progress 
of  the  movement  for  agricultural  and  mechanical  education  which 
had  been  going  on  for  more  than  fifty  years  in  the  United  States 
and  took  an  active  part  in  securing  the  passage  of  these  reso- 
lutions. 

This  movement  had  assumed  a  peculiar  form  in  the  state  of 
Illinois  immediately  prior  to  the  adoption  of  these  resolutions, 
growing  out  of  a  dispute  as  to  the  disposition  of  certain  state 
funds.  The  result  was  the  final  formulation  of  a  policy  suggested 
in  these  resolutions  and  the  organization  of  a  so-called  Industrial 
League  to  present  the  idea  and  urge  it  upon  the  attention  of  the 
nation. 

From  an  early  period  in  its  history,  Illinois  had  had  what 
was  known  as  the  college  and  seminary  fund — the  first  was  the 
proceeds  from  the  sale  of  the  state's  public  lands,  the  second  was 
the  accumulation  from  the  grant  of  two  townships  in  accordance 
with  the  enabling  act  of  1818 — both  being  the  direct  result  of  the 
spirit  of  the  Ordinance  of  1787.  This  fund  had  increased  in 
Illinois  until  it  represented  a  respectable  sum,  say  $150,000.00  in 
money  and  about  seventy-two  sections  of  land,  probably  worth  as 
much  more,  and  by  1850  public  attention  was  being  strongly 
attracted  to  the  probable  disposition  of  this  fund.  Propositions 
to  apply  this  fund  to  its  original  and  proper  purposes,  i.  e.  the 
establishment  by  the  state  of  a  "State  Universitv  or  High  Semi- 
nary  of  Learning"  had  been  repeatedly  made  but  had  failed  of 
adoption.3     Some  of  the  friends  of  the  private  colleges  in  the 


2Cp.  Appendix  C  of  this  paper,  p.  96. 

3See  letter  from  George  Forquer  in  Sangamo  Journal,  July  12,  1832.     Printed 
as  Appendix  B  to  this  paper. 

(19) 


20 

state,  of  which  many  had  been  founded  in  the  twenty  years  pre- 
ceding 1850,  thought  that  this  sum  ought  to  be  divided  among  the 
existing  private  colleges,  as  they  had  borne  the  brunt  of  the  conflict 
and  the  toil  and  heat  of  the  day  during  the  struggle  for  the  estab- 
lishment of  higher  education  in  the  state  of  Illinois.  There  was  a 
strong  sentiment  in  the  state  against  any  such  use  of  those  funds. 
For  the  purpose  of  heading  off  such  a  movement  and  of  securing 
the  application  of  these  funds  to  the  establishment  of  a  state 
institution  which  should  develop  the  education  of  the  farmer  and 
the  mechanic  in  the  same  way  as  private  institutions  thus  far 
established  were  promoting  the  education  of  the  clergyman  and 
the  lawyer  and  the  doctor,  the  farmers  of  the  state  by  public 
notice  at  county  fairs,  and  in  the  press  were  called  to  meet  in 
convention  in  the  village  of  Granville,  Putnam  County,  on  Tues- 
day, November  18,  1851.  The  attendance  at  this  convention  was 
large,  and  came  from  nearly  all  parts  of  the  state,  though  the 
majority  of  the  members  probably  came  from  the  northern  por- 
tion. The  object  of  the  Granville  convention,  as  stated  by  one  of 
the  speakers,  was  to  take  into  consideration  such  measures  as 
might  be  deemed  most  expedient  to  further  the  interests  of  the 
agricultural  community,  and  particularly  to  take  steps  toward 
the  establishment  of  an  agricultural  university.  The  leading 
spirit  of  the  meeting  was  evidently  Professor  Turner  of  Jackson- 
ville, Illinois.4  Turner  was  elected  vice-president  of  the  Gran- 
ville meeting,  and  appointed  chairman  of  the  committee  on  resolu- 
tions. He  had  prepared  a  plan  for  an  industrial  university  which 
was  approved  by  the  meeting,  and  among  other  resolutions  the  con- 
vention adopted  the  following: 

"Resolved,  That  we  take  immediate  steps  for  the  establishment  of  a  univer- 
sity in  the  state  of  Illinois  expressly  to  meet  those  felt  wants  of  each  and  all  the 
industrial  classes  of  our  state." 

Copies  of  these  resolutions  were  sent  to  all  the  papers  and 
state  officers. 

4Turner,  Jonathan  Baldwin,  educator,  lecturer,  farmer;  b.  Templeton, 
Mass.,  1805;  studied  at  Salem  Academy  and  Yale  College;  Professor  in  Illinois 
College,  Jacksonville,  111.,  from  1833  to  1848;  died  January  10,  1898. 


(20) 


21 

Turner's  plan  calls  first  for  a  National  Institute  of  Science 
for  the  promotion  of  the  practical  education  of  the  industrial 
classes,  which,  in  his  view,  at  that  time  had  already  been  met  by 
the  Smithsonian  Institute  recently  founded  in  Washington.  The 
plan  also  calls  for  a  university  for  the  industrial  classes  in  each 
state  in  the  union,  which  idea  was  still  to  be  realized. 

This  plan  of  Turner's  for  an  industrial  university  was  printed 
and  distributed  widely  throughout  the  country.  It  was  reprinted 
in  part  or  in  whole  by  many  newspapers.  It  was  reproduced  in 
the  Eeport  of  the  Illinois  State  Board  of  Agriculture  for  the  year 
1851  and  in  the  United  States  Patent  Office  Report  for  the  same 
year.  It  was  printed  again  and  again  in  the  reports  of  various 
farmers'  conventions  and  noticed  with  approval  in  the  New  York 
Tribune  of  September  4,  1852,  which  printed  large  portions  of  it. 
It  was  also  approved  in  the  New  York  Horticulturist,  published 
at  Rochester,  New  York,  July  1852,  edited  by  Downey,  one  of  the 
most  influential  agricultural  teachers  in  the  country.  It  was 
called  to  the  attention  of  the  National  Agricultural  Association 
which  met  in  Washington,  D.  C,  in  June,  1852,  by  Richard 
Yates,  representative  from  Illinois.5  It  is  stated  in  one  of  the 
pamphlets  published  in  1853  by  the  Industrial  League  that  the 
Philadelphia  North  American  gave  editorial  approval  to  Turner's 
plan  in  an  article  entitled,  Education  and  Agriculture.6  In  the 
Southern  Cultivator,  published  at  Augusta,  Georgia,  Dr.  Lee 
gave  a  review  of  Turner's  proposition.  Turner's  plan  was  printed 
in  full  in  the  Prairie  Farmer,  Vol.  12,  1852,  p.  68-74,  which  also 
contained  an  editorial  on  the  general  subject.  The  plan  was  re- 
produced in  the  Buffalo  Patriot  for  1852,  without  giving  credit, 
however,  for  its  authorship. 

The  proceedings  of  the  convention  of  November  18,  1851, 
held  at  Granville,  were  printed  in  the  January  number  of  the 
Prairie  Farmer,  for  1852,  p.  2,  and  following.  The  Granville 
Convention  authorized  a  committee  to  call  another  convention 
in  Springfield  during  the  next  session  of  the  legislature.  This 
convention  was  held  in  the  state  capitol,   Springfield,   Illinois, 

5Cp.  Eugene  Davenport's  History  of  Collegiate  Education  in  Agriculture,  p.  10. 
eCp.  Reprint  of  pamphlet.    Appendix  C  of  this  paper,  p.  102. 

(21) 


22 

June  8,  1852.  As  this  was  a  mass  meeting  called  by  general 
notice,  the  advocates  and  representatives  of  some  of  the  existing 
private  colleges  appeared  at  the  meeting  and  presented  their 
views  upon  the  subject  of  the  application  of  the  seminary  fund. 
It  is  stated  in  the  report  of  the  proceedings  that  a  controversy 
arose  between  the  members  of  the  industrial  convention  and  the 
advocates  and  representatives  of  some  few  of  the  old  classical  and 
theological  colleges,  who  were  admitted  by  courtesy  to  participate 
in  the  debates  of  the  convention,  which  consumed  most  of  the 
time  of  the  convention. 

The  somewhat  acrimonious  discussion  which  took  place  in 
this  convention,  according  to  the  newspaper  comment  of  the  day, 
seemed  rather  to  sidetrack  the  movement  for  securing  unanimous 
state  support  for  Turner's  idea  of  a  state  university.  But  after 
all,  vigorous  resolutions  were  passed  urging  that  the  college  and 
seminary  fund  of  the  state  be  applied  not  to  strengthen  private 
institutions,  but  to  build  up  a  state  institution  for  the  benefit  of 
the  industrial  classes.  The  report  of  the  Granville  convention 
of  farmers  had  been  noticed  in  the  annual  message  of  Augustus 
C.  French,  the  governor  of  the  state,  as  something  worthy  of  the 
consideration  of  the  legislature.  The  resolutions  presented  at 
this  second  convention,  June  8,  1852,  in  the  form  of  a  memorial 
to  the  legislature,  contained  among  other  things  the  following 
interesting  paragraph : 

"We  desire  that  some  beginning  should  be  made  as  soon  as 
our  statesmen  may  deem  prudent  so  to  do,  to  realize  the  high  and 
noble  ends  for  the  people  of  the  state  proposed  in  each  and  all  of 
the  documents  above  alluded  to,  and  if  possible  on  a  sufficiently 
extensive  scale  to  honorably  justify  a  successful  appeal  to  congress 
in  conjunction  with  eminent  citizens  and  statesmen  in  other  states 
who  have  expressed  their  readiness  to  co-operate  with  us  for  an 
appropriation  of  public  lands  for  each  state  in  the  union  for  the 
appropriate  endowment  of  universities  for  the  liberal  education 
of  the  industrial  classes  in  their  several  pursuits  in  each  state  in 
the  union." 

So  far  as  the  writer  knows  this  is  the  first  definite  formula- 
tion of  the  plan  which  was  subsequently  realized  in  the  land  grant 

(22) 


23 

act  of  July  2,  1862,  made  by  any  public  body  or  by  individual 
citizens.  It  was  accompanied  by  a  brief  argument  attempting  to 
show  that  the  state  might  properly  and  successfully  conduct 
educational  institutions. 

This  second  convention,  held  at  Springfield,  authorized  the 
calling  of  a  third  state  convention  to  meet  in  Chicago,  Wednes- 
day, November  24,  1852.  "Friends  of  practical  industrial  educa- 
tion" were  asked  to  meet.  The  call  was  printed  in  various  Illi- 
nois newspapers  and  a  call  signed  by  John  Kennicott,  president 
of  the  Springfield  convention,  was  published  in  the  October  issue 
of  the  Prairie  Farmer  for  1852,  p.  455.  This  convention  attracted 
considerable  attention  in  the  state  at  large,  and  especially  in  the 
northern  portion  of  the  state,  and  an  announcement  of  the  meet- 
ing and  some  report  of  its  proceedings  are  contained  in  the  daily 
newspapers  of  the  time. 

At  this  convention  much  important  business  was  transacted 
and  many  things  were  discussed  by  representatives  from  different 
portions  of  the  state.  Among  other  things  it  was  decided  to 
organize  "The  Industrial  League  of  the  State  of  Illinois,"  which 
was  empowered  to  raise  a  fund  to  be  applied  to  forwarding  the 
objects  of  the  convention. 

One  of  these  objects  was  to  memorialize  congress  for  the 
purpose  of  obtaining  "a  grant  of  public  land  to  establish  and  en- 
dow industrial  institutions  in  each  and  every  state  in  the  union." 

The  plan  for  an  industrial  university  submitted  by  Professor 
Turner  to  the  Granville  convention  was  taken  up  again  and 
discussed  section  by  section  and  the  general  principles  of  the  plan 
were  approved.  It  was  resolved  to  memorialize  the  legislature 
for  the  application  of  the  college  and  seminary  funds  to  the  pur- 
pose of  industrial  education.  Professor  Turner  was  appointed 
chairman  of  a  committee  to  prepare  an  address  to  the  people  of 
the  state  on  the  subject  of  industrial  education  and  the  establish- 
ment of  an  industrial  institution.  It  was  also  decided  to  hold  a 
fourth  convention  in  the  city  of  Springfield  during  the  session  of 
the  legislature. 

The  fourth  convention  of  the  farmers  of  the  state  of  Illinois 
and  other  friends  of  practical  and  industrial  education  met  in 

(23) 


24 

Springfield  on  the  fourth  of  January,  1853.  It  is  stated  that  the 
greatest  harmony  and  good  feeling  prevailed  among  all  the  mem- 
bers and  delegates,  and  the  representative  and  executive  officers 
of  the  people  in  the  legislature,  many  of  whom,  from  all  parts  of 
the  state,  took  the  deepest  interest  in  the  subject  and  "made  noble 
and  eloquent  speeches  at  their  evening  session  in  the  senate 
chamber  in  its  behalf." 

A  final  plan  for  the  establishment  of  the  Industrial  League 
was  submitted  and  approved,  and  a  charter  was  obtained  from  the 
state  on  February  10,  1853.  At  this  convention  it  was  stated  that 
the  plan  proposed  in  the  Springfield  convention,  held  June  8, 
1852,  endorsed  by  the  Chicago  convention,  held  November  24, 
1852,  to  memorialize  congress  "for  the  purpose  of  obtaining  a 
grant  of  public  lands  to  establish  and  endow  industrial  institu- 
tions in  each  and  every  state  in  the  union"  had  been  carried  out 
and  that  a  petition  had  been  sent  to  congress  to  that  effect,  by 
a  committee  of  which  Governor  French  was  chairman,  in  accord- 
ance with  the  request  of  the  Chicago  convention. 

The  fourth  convention  held  in  Springfield  on  the  fourth  of 
January,  1853,  adopted  a  series  of  resolutions  containing  an 
argument  on  their  behalf,  of  which  one  reads  as  follows : 

"We  would  therefore  respectfully  petition  the  honorable 
senate  and  house  of  representatives  of  the  state  of  Illinois  that 
they  present  a  united  memorial  to  the  congress  now  assembled  at 
Washington  to  appropriate  to  each  state  in  the  union  an  amount 
of  public  lands  not  less  in  value  than  five  hundred  thousand 
dollars  ($500,000)  for  the  liberal  endowment  of  a  system  of 
industrial  universities,  one  in  each  state  in  the  union,  to  co-operate 
with  each  other  and  with  the  Smithsonian  Institute  at  Washing- 
ton for  the  more  liberal  and  practical  education  of  our  industrial 
classes  and  their  teachers,  in  their  various  pursuits,  developing 
to  the  fullest  and  most  perfect  extent  the  resources  of  our  soils 
and  our  arts,  the  virtue  and  intelligence  of  our  people,  and  the 
true  glory  of  our  common  country." 

It  will  be  recognized  that  this  language  was  practically 
incorporated  in  the  resolutions  adopted  by  the  Illinois  legislature, 
printed  above. 

(24) 


25 

It  will  be  seen  that  the  final  formulation  of  this  whole  move- 
ment in  a  definite  proposition  to  memorialize  and  urge  congress 
to  make  a  grant  of  public  lands  to  each  state  in  the  union  for  the 
purpose  of  organizing  an  industrial  university  in  each  state  in 
the  union,  was  the  direct  and  immediate  outcome  of  this  farmers' 
movement  in  the  state  of  Illinois.  Once  started  it  was  pushed 
forward  with  energy  and  vigor,  so  that,  beginning  with  the 
farmers'  convention  in  Granville  on  November  18,  1851,  there 
were  held  within  the  next  year  and  a  half  four  conventions,  to 
which  the  farmers  and  all  other  people  interested  in  practical  and 
industrial  education  were  invited.  Two  of  these  were  held  in 
Springfield  and  one  in  Chicago,  and  the  result  was  this  positive 
action  on  the  part  of  the  Illinois  legislature  and  the  committing 
of  a  great  state  to  this  policy. 

There  seems,  then,  to  be  little  doubt  that  Illinois  was  the 
first  state  to  commit  itself  formally  through  the  action  of  the 
legislature  to  the  advocacy  of  this  measure,7  and  that  the  farmers 
of  Illinois,  under  the  leadership  of  Jonathan  B.  Turner  of  Jack- 
sonville, were  the  first  to  formulate  this  plan  at  Springfield,  June 
8,  1852,  in  the  definite  shape  in  which  in  all  essential  particulars 
it  was  finally  accepted  a  decade  later  and  found  legal  expression 
in  the  land  grant  act  of  July  2,  1862. 

The  farmers  were  not  content  with  merely  holding  these  con- 
ventions. They  filled  the  agricultural  press  and  the  daily  and 
weekly  newspapers  with  accounts  of  their  desires  and  as  far  as 
they  could  with  discussions  of  the  definite  proposition.  They  sent 
copies  of  the  reports  of  these  conventions  to  the  newspapers, 
not  only  in  Illinois,  but  throughout  the  country,  and  succeeded 
in  winning  for  their  project  widespread  attention  throughout 
all  sections  of  the  United  States. 

The  Industrial  League  for  the  organization  of  which  provis- 
ion was  made,  as  noted  above,  at  the  Chicago  Convention,  and 
which  received  a  definite  Charter  from  the  state  of  Illinois  Febru- 
ary 10,  1853,  was  organized  for  the  express  purpose  of  making- 
propaganda  for  the  whole  idea  of  industrial  and  practical  educa- 

7Other  states  followed  later. 

(25) 


26 

tion  in  the  first  place,  and  in  the  second  place  for  the  definite  plan 
of  establishing  in  each  slate  in  the  union  an  industrial  university 
based  upon  a  federal  land  grant  to  each  state  in  the  union. 

The  Industrial  League,  immediately  after  the  granting  of 
its  charter  in  1853,  issued  at  Jacksonville,  Illinois,  a  pamphlet 
containing  the  proceedings  of  the  Farmers'  Conventions  at  Gran- 
ville, Springfield  and  Chicago.8  It  was  edited  by  Jonathan  B. 
Turner,  chairman  of  the  committee,  who  had  also  been  elected 
principal  director  of  the  Industrial  League. 

This  pamphlet  contains  also  some  quotations  from  the  news- 
paper press  of  the  country,  commenting  upon  the  plan  of  the 
Granville  convention ;  also  Professor  Turner's  plan  for  an  indus- 
trial university.  The  statement  is  here  made  among  the  purposes 
of  the  League  that  it  should  circulate  and  present  to  the  legisla- 
ture and  to  congress  petitions  urging  the  adoption  of  this  plan  for 
a  university  and  the  liberal  endowment  thereof  by  public  lands 
and  by  state  funds  in  each  state  in  the  union. 

This  purpose  Professor  Turner  pushed  as  far  as  he  had  the 
time  and  strength  and  funds  for  the  next  ten  years. 

It  is  reasonable  to  suppose  that  he  had  reached  by  letter  or 
by  pamphlet  every  person  of  any  prominence  who  he  thought 
might  be  interested  in  this  undertaking,  and  the  references  in  the 
current  literature  of  the  time  show  that  beyond  a  doubt  he  had 
succeeded  in  giving  unusually  wide  publicity  to  the  plan.  He 
even  succeeded  in  determining  the  very  language  of  the  bill  which 
was  finally  introduced  into  congress  on  December  14,  1857,  and 
after  being  passed  by  congress  and  vetoed  by  President  Buchanan, 
was  again  passed  by  congress  and  approved  by  Abraham  Lincoln, 
on  July  2,  1862. 

It  can  hardly  be  a  mere  coincidence  that  the  language  of  the 
act  of  1862,  "to  promote  the  liberal  and  practical  educa- 
tion of  the  industrial  classes  in  the  several  pursuits  and 
professions  in  life,"  should  tally  so  closely  with  the  language  used 
in  the  various  documents  put  forth  by  Professor  Turner,  notably : 
the  resolutions  of  the  fourth  convention  at  Springfield,  "for  the 

"Reprinted  as  Appendix  C  to  this  paper,  see  p.  45. 

(26) 


27 

more  liberal  and  practical  education  of  our  industrial  classes  and 
their  teachers  in  their  various  pursuits ;"  the  language  of  the  reso- 
olution  adopted  by  the  second  convention  held  at  Springfield  June 
8, 1852,  "for  the  liberal  education  of  the  industrial  classes  in  their 
several  pursuits  in  each  state  in  the  union,"  or  the  language  of  the 
petition  to  congress  printed  in  the  pamphlet  above  referred  to 
as  a  model  for  every  agricultural  society  and  every  mechanics' 
institute  and  every  state  and  every  neighborhood  to  adopt  and 
forward  to  congress,  where  it  speaks  of  "an  industrial  university 
for  the  liberal  education  of  the  industrial  classes,  in  their  several 
pursuits  and  professions  in  life,"  this  last  being  almost  exactly 
the  language  of  the  act  as  finally  adopted. 

There  is  evidence  that  great  effort  was  put  forth  to  interest 
agricultural  societies,  state  legislatures  and  public  bodies  of 
various  kinds,  and  individuals  of  all  classes  in  this  project. 

There  is  also  evidence  that  Justin  S.  Morrill  was  selected  by 
Turner  and  other  friends  of  the  measure  to  introduce  the  bill 
because  he  was  from  an  older  state  which  had  not  thus  far  bene- 
fitted by  the  land  grant  of  the  Federal  Government.9  And  that  in 
this  way  he  for  the  first  time  became  connected  with  this  bill. 

When  Hon.  Justin  S.  Morrill  entered  congress  on  the  first 
Monday  in  December,  1855,  the  project  of  a  federal  land  grant 
for  each  state  in  the  union  for  the  purpose  of  endowing  institu- 
tions for  the  liberal  and  practical  education  of  the  industrial 
classes,  as  will  be  seen  from  the  above  statements,  had  been  urged 
upon  the  attention  of  congress  and  upon  every  other  legislature 
in  the  union  nearly  three  years  before  by  the  legislature  of  Illi- 
nois. It  had  been  definitely  urged  upon  congress  in  a  private 
memorial  and  upon  the  attention  of  the  country  in  resolutions  of 
publicly  called  conventions  for  over  three  years.  It  had  been 
discussed  and  commented  upon  in  the  press  of  the  country, 
among  others  in  such  widely  spread  papers  as  the  New  York 
Tribune,  nearly  three  years  before.  The  three  and  four  years  had 
grown  to  five  and  seven  before  Mr.  Morrill  actually  introduced 


9Cp.  Eugene  Davenport's  History  of  Collegiate  Education  in  Agriculture,  p. 
io.     See  p.  35  of  this  monograph. 

(27) 


28 

into  the  lower  house  on  December  14,  1857,  the  first  bill  for  such 
a  grant  of  lands. 

Mr.  Morrill  in  a  memorandum  found  among  his  papers  states 
that  he  had  formed  the  idea  of  obtaining  a  land  grant  for  the 
foundation  of  colleges  as  early  as  1856. 

Professor  Wm.  H.  Brewer  of  the  Sheffield  Scientific  School 
of  Yale  University  in  speaking  of  the  origin  of  the  Land  Grant 
of  1862,  says,  "I  have  no  doubt  whatever  that  it  originated  with 
Mr.  Morrill  in  1857  with  his  first  bill  of  that  year,  which  was 
passed  but  was  vetoed  by  President  Buchanan."  He  continues, 
"I  heard  Mr.  Morrill  say,  soon  after  the  bill  of  1862  was  passed, 
that  he  was  impelled  to  introduce  this  bill  by  two  considera- 
tions,— first,  the  loud  demand  for  more  scientific  instruction  in 
the  colleges;  which  the  colleges  would  not  give  on  the  ground 
that  they  could  not  afford  to;  for  of  the  300  colleges  then  exist- 
ing in  the  United  States  there  was  a  scant  dozen  that  gave  any 
more  than  elementary  chemistry;  while  the  arts  and  industries 
demanded  more. 

"Then,  again,  he  said  he  saw  so  much  of  the  abundant  public 
lands  of  the  United  States  being  rapidly  given  away  to  railroads, 
etc.,  that  he  thought  it  very  desirable  that  a  portion  of  the  pro- 
ceeds from  such  lands  be  directed  in  some  way  to  the  good  of  the 
whole  people.  It  was  then  practically  largely  being  given  to  local 
corporations,  railroads,  etc.,  in  a  sense  private.  He  felt  that  a 
need  in  the  country  everywhere,  was  scientific  instruction  in  the 
colleges  and  instruction  in  the  arts  and  industries,  or  sciences  to 
be  applied  in  those  industries,  and  that  the  best  way  to  utilize  for 
the  whole  country  some  of  this  land,  then  so  rapidly  passing  away, 
was  to  devote  some  of  it  to  the  cause  of  higher  education  in 
science."' 

The  above  record  shows  that  Professor  Brewer  was  mistaken. 

Information  somewhat  more  definite  is  given  by  a  memor- 
andum by  Senator  Morrill  himself  which  his  son,  James  S.  Morrill, 
has  kindly  made  available.     This  memorandum  is  as  follows: 

"I  remember,"  he  says,  "to  have  broached  the  subject  to  Hon. 
Wm.  Hubard,  the  former  member  of  congress  from  the  2d  dis- 
trict, Vermont,  and  he  observed  that  such  a  measure  would  all 
be  very  well,  but  that  I  could  not  expect  it  to  pass." 

(28) 


29 

"Where  I  obtained  the  first  hint  of  such  a  measure  I  am 
wholly  unable  to  say.10  Such  institutions  had  already  been  es- 
tablished in  other  countries  and  were  supported  by  their  govern- 
ments, but  they  were  confined  exclusively  to  agriculture,  and  this 
for  our  people  with  all  their  industrial  aptitudes  and  ingenious 
inventions  appeared  to  me  unnecessarily  limited.  If  the  purpose 
was  not  suggested  by  the  well-known  facts  of  the  existence  of 
Agricultural  Schools  in  Europe,  it  was  supported  by  this  fact 
and  especially  by  constant  reflections  upon  the  following 
points,  viz. : 

"First,  that  the  public  lands  of  most  value  were  being  rapidly 
dissipated  by  donations  to  merely  local  and  private  objects,  where 
one  state  alone  might  be  benefited  at  the  expense  of  the  property 
of  the  Union. 

"Second,  that  the  very  cheapness  of  our  public  lands,  and  the 
facility  of  purchase  and  transfer,  tended  to  a  system  of  bad 
farming,  strip  and  waste  of  soil,  by  encouraging  short  occupancy 
and  a  speedy  search  for  new  homes,  entailing  upon  the  first  and 
older  settlements  a  rapid  deterioration  of  the  soil,  which  would 
not  be  likely  to  be  arrested  except  by  more  thorough  and  scientific 
knowledge  of  agriculture,  and  by  a  higher  education  of  those  who 
were  devoted  to  its  pursuit. 

"Third,  being  myself  the  son  of  a  hard-handed  blacksmith, 
the  most  truly  honest  man  I  ever  knew,  who  felt  his  own  depriva- 
tion of  schools,  I  could  not  overlook  mechanics  in  any  measure 
intended  to  aid  the  industrial  classes  in  the  procurement  of  an 
education  that  might  exalt  their  usefulness. 

"Fourth,  that  most  of  the  existing  collegiate  institutions  and 
their  feeders,  were  based  upon  the  classic  plan  of  teaching  those 
only  destined  to  pursue  the  so-called  learned  professions,  leaving 
farmers  and  mechanics  and  all  those  who  must  win  their  bread 
by  labor  to  the  hap-hazard  of  being  self-taught  or  not  scientific- 
ally taught  at  all,  and  restricting  the  number  of  those  who  might 
be  supposed  to  be  qualified  to  fill  places  of  high  consideration  in 

,0The  above  account  shows  clearly  enough  where  Mr.  Morrill  got  not  only  the 
first  hint  but  the  entire  plan  carefully  and  fully  elaborated. 

(29) 


30 

private  or  public  employments  to  the  limited  number  of  the  gradu- 
ates of  literary  institutions.  The  thoroughly  educated,  being 
most  sure  to  educate  their  sons,  appeared  to  be  perpetuating  a 
monopoly  of  education  inconsistent  with  the  welfare  and  complete 
prosperity  of  American  institutions. 

"Fifth,  that  it  was  apparent,  while  some  localities  were  pos- 
sessed of  abundant  instrumentalities  for  education,  both  common 
and  higher,  many  of  the  states  were  deficient  and  likely  so  to  re- 
main unless  aided  by  the  common  fund  of  the  proceeds  of  the 
public  lands,  which  were  held  for  this  purpose  more  than  any 
other." 

These  are  excellent  ideas  and  exceedingly  well  stated  but 
Mr.  Morrill  evidently  forgot  that  he  owed  the  whole  idea  of 
establishing  such  a  series  of  institutions  for  the  liberal  and  prac- 
tical education  of  the  industrial  classes  in  each  state  in  the  union, 
upon  the  basis  of  a  federal  land  grant,  to  the  foresight,  energy 
and  persistence  of  the  Illinois  farmers  and  their  spokesman,  Pro- 
fessor Jonathan  B.  Turner,  working  through  the  legislature  of 
Illinois  and  through  the  congress  of  the  United  States,  through 
the  press  of  the  country,  and  through  the  agricultural  and  other 
associations. 

The  plan  for  an  industrial  university  presented  by  Jonathan 
B.  Turner  is  so  well  thought  out  and  so  ably  presented  that  it  is 
worth  while  reading  even  at  this  late  day,  in  spite  of  what  thought- 
ful educated  men  may  regard  as  a  narrow  and  extreme  view  of 
education  in  general,  though  it  is  probably  true  that  Professor 
Turner  went  to  extremes  because  of  the  difficulty  of  gaining  the 
public  ear  in  any  other  way.  The  address  may  be  not  inaptly 
looked  upon  as  a  prophecy  which  has  not  yet  been  fulfilled,  al- 
though things  are  working  in  that  direction.11 

That  Mr.  Morrill  obtained  his  ideas  of  a  Federal  Land  Grant 
to  each  state  in  the  Union  from  other  parties  and  not  from  himself 
is  further  proven  by  the  fact  that  the  bill  he  first  introduced  into 
congress  relating  to  agricultural  education  was  based  on  an 
entirely  different  principle. 

"See  Appendix  C  to  this  paper  containing  a  reprint  of  the  first  pamphlet 
issued  by  the  Illinois  Industrial  League. 

(30) 


31 

On  February  28,  1856,  three  months  after  he  entered  con- 
gress for  the  first  time,  Mr.  Morrill  introduced  a  resolution  that 
"the  committee  on  agriculture  be  requested  to  enquire  into  the 
expediency  of  establishing  one  or  more  national  agricultural 
schools  upon  the  basis  of  the  naval  and  military  schools,  in  order 
that  one  scholar  from  each  congressional  district  and  two  from 
each  state  at  large  may  receive  a  scientific  and  practical  educa- 
tion at  the  public  expense."  The  resolution  was  objected  to  and 
not  received,  (p.  530  Congressional  Globe,  1st.  Sess.,  34th  Con- 
gress). 

Nothing  more  was  heard  from  Mr.  Morrill  on  this  subject 
during  that  session.  In  the  meantime  petitions  for  a  land  grant 
to  each  state  in  the  Union  for  this  purpose  kept  coming  in.12 

Finally  on  December  14,  1857,  more  than  two  years  after  he 
entered  congress  for  the  first  time  (December  4,  1855),  and  more 
than  three  years  after  the  Illinois  resolutions  had  been  presented 
to  the  Senate  and  the  House  and  more  than  four  years  after  they 

"The   following  petition   presented  to   congress   in   March,    1858,   shows   the 
manner  in  which  the  farmers  of  Illinois  continued  to  push  this  matter  upon  the 
attention  of  congress  and  the  country  through  many  years. 
State  of  Illinois, 
Hancock  County, 
Feb.  25,  1858. 

We  the  undersigned  citizens  of  the  State  of  Illinois  would  respectfully  peti- 
tion your  honorable  body  for  a  grant  of  Congress  lands  to  each  State  in  the  Union, 
to  endow  an  industrial  University  for  the  liberal  and  practical  education  of  the 
industrial  classes  in  their  several  pursuits  and  professions  in  life.  Said  grant  be 
not  less  in  value  than  five  hundred  thousand  dollars  for  each  State,  and  to  be  held 
in  trust  for  the  above  uses,  accompanied  by  such  conditions  and  restrictions  in 
terms  of  the  grant,  as  shall  in  the  wisdom  of  Congress,  be  needful  in  order  to 
secure  this  trust  forever  to  the  uses  aforesaid,  and  to  prevent  as  far  as  practicable 
in  all  coming  time  the  possibility  of  such  trusts  being  diverted  from  their  proper 
object,  or  made  subservient  to  any  social,  partisan,  or  sectarian  end,  inconsistent 
with  the  appropriate  use  of  such  trust. 

I.  W.  Lincoln  W.  L.   Judson 

J.  W.  Taylor  Thos.  Hunter 

G.  W.  Cole  T.  B.  Wallace 

Oliver  Witting  John  C.  Ewing 

I.  A.  Ewing  Robert  E.  Ewing 

The  above  are  all  members  of  the  Flower  Farmers  Club.     Samuel  Jacob  Wallace, 
Secretary. 

(3i) 


ill- 
had  been  generally  noticed  and  discussed  in  the  daily  and  agri- 
cultural press  throughout  the  country,  Mr.  Morrill  introduced  a 
bill  for  a  land  grant  to  each  state  and  territory  in  the  Union  for 
the  benefit  of  colleges  of  agriculture  and  the  mechanic  arts. 

In  discussing  this  bill  on  April  20,  1858,  Mr.  Morrill  himself 
says:  "There  has  been  no  measure  for  years  which  has  received 
so  much  attention  in  the  various  parts  of  the  country  as  the  one 
now  under  consideration  so  far  as  the  fact  can  be  proved  by 
petitions  which  have  been  received  here  from  the  various  states, 
north  and  south,  from  state  sessions,  from  county  sessions  and 
from  memorials."  (Congressional  Globe,  35th  Congress,  p 
1692). 

There  is  further  evidence  found  in  a  letter  by  Jonathan  B. 
Turner  to  Hon.  John  P.  Keynolds  of  Jacksonville,  Illinois,  dated 
November  28,  1865,  (Printed  in  Transactions  of  Illinois  State 
Agricultural  Society,  Vol.  V). 

In  this  he  states  that  after  the  Illinois  Legislature  had  passed 
the  resolutions  of  1853  they,  i.  e.  Turner  and  his  associates,  de- 
cided to  direct  their  whole  force  toward  moving  Congress  to 
appropriate  the  grants,  by  private  correspondence  with  leading 
and  influential  men  of  all  parties  and  in  all  parts  of  the  union, 
both  North  and  South.  They  received  letters  of  encouragement 
from  all  quarters. 

During  this  interval  Mr.  Morrill  first  presented  the  bill  to 
Congress  known  as  the  Morrill  Bill.  Turner  and  his  co-workers 
had  already  forwarded  to  him  all  their  documents  and  papers  and 
continued  to  give  him  all  the  aid  and  encouragement  that  they 
could.    He  managed  the  cause  most  admirably. 

It  is  hardly  necessary  to  seek  further  evidence  for  the  justi- 
fication of  the  claim  that  to  Jonathan  B.  Turner,  the  Illinois 
professor  and  farmer,  belongs  the  credit  of  having  first  formu- 
lated clearly  the  plan  of  a  national  grant  of  land  to  each  state 
in  the  union  for  the  promotion  of  education  in  agriculture  and  the 
mechanic  arts,  and  of  having  inaugurated  the  agitation  that  made 
possible  the  passage  of  the  so-called  Morrill  Act. 

To  his  memory  should  be  raised  a  monument  in  each  of  the 
68  institutions  which  have  grown  out  of  his  effort  or  whose  power 
and  usefulness  have  been  increased  by  these  appropriations! 

(32) 


APPENDIX  A 
LETTER  FROM  SENATOR  MORRILL 


35 

APPENDIX  A. 

Dr.  Eugene  Davenport,  Dean  of  the  College  of  Agriculture 
in  the  University  of  Illinois,  in  an  address  on  the  history  of  col- 
legiate education  in  agriculture,  delivered  at  the  28th  annual 
meeting  of  the  Society  for  the  promotion  of  Agricultural  Science, 
1907,  gives  some  interesting  data  corroborative  of  the  general 
thesis  of  this  paper,  namely  that  Professor  Turner  deserves  the 
credit  of  being  the  real  father  of  the  Morrill  acts. 

He  mentions  certain  letters  found  among  Turner's  corre- 
spondence and  now  in  the  possession  of  Turner's  daughter,  Mrs. 
Mary  Turner  Carriel,  of  Jacksonville,  Illinois.  One  was  written 
by  Eichard  Yates,  member  of  the  federal  house  of  representatives 
from  Illinois,  dated  June,  1852,  in  which  he  acknowledges  the 
receipt  of  Turner's  plan  and  states  that  he  had  presented  it  to  the 
National  Agricultural  Association,  then  in  session  in  the  city  of 
Washington.  This  and  its  publication  in  the  Patent  Office  Re- 
port, of  course,  gave  Turner's  plan  wide  publicity  immediately 
among  all  the  people  especially  interested  in  the  progress  of 
agricultural  education.  Another  and  still  more  significant  letter 
is  from  Lyman  Trumbull,  senator  from  Illinois,  dated  October, 
1857,  evidently  written  in  answer  to  a  suggestion  from  Turner 
that  Trumbull  should  introduce  the  bill.  He  endorsed  Turner's 
plan  but  advised  that  it  be  presented  to  congress  by  a  member 
from  one  of  the  old  states,  "as  congress  has  given  so  much  toward 
educational  interests  in  the  new  states  that  they  are  in  no  frame 
of  mind  to  do  more,  not  even  for  Turner's  plan,  which  embraces 
all  the  states,  new  and  old."  On  the  14th  of  the  following  De- 
cember Mr.  Morrill  of  Vermont  introduced  for  the  first  time  the 
bill  which  had  been  urged  by  Illinois  so  persistently  for  more 
than  five  years.  The  above  indisputable  facts  lend  strong  support 
to  the  truth  of  Mrs.  Carriel's  statement  that  she  had  often  heard 
her  father  say  that  Mr.  Morrill  had  been  selected  by  him  and  his 
associates  to  present  the  bill  and  that  the  reason  Mr.  Morrill  had 
been  selected  to  present  the  bill  was  because  he  was  much  inter- 
ested in  agriculture  and  because  he  was  from  an  old  state. 

All  this  affords  ample  proof  that  Mr.  Morrill  must  have 
forgotten  the  history  of  the  early  days  when  in  November,  1891, 

(35) 


36 

he  stated,  "I  do  not  happen  now  to  know  Professor  Turner, 
though  I  do  remember  when  my  bills  were  before  congress  a  west- 
ern professor  came  to  see  me  and  heartily  espoused  the  idea.  It 
may  have  been  Professor  Turner.  It  is  so  long  since,  I  have  for- 
gotten his  name,  as  I  saw  a  large  number  of  professors,  some 
who  favored  my  idea  and  some  who  did  not." 

A  letter  from  Mr.  Morrill  in  the  possession  of  Mrs.  Carriel 
and  found  among  Turner's  correspondence,  proves  beyond  a 
doubt  the  more  or  less  intimate  acquaintance  of  Mr.  Morrill  with 
Turner's  work.    It  reads  as  follows : 

House  of  Representatives, 

Washington,  D.  C. 
December  30,  1861. 
Dear  Sir: 

I  am  delighted  to  find  your  fire,  by  the  letter  of  the  15th  inst., 
had  not  all  burned  out.  I  presume  I  recognize  Professor  Turner, 
an  old  pioneer  in  the  cause  of  agricultural  education. 

I  have  only  to  say  that  amid  the  fire  and  smoke  and  embers  I 
have  faith  that  I  shall  get  my  bill  into  a  law  at  this  session. 
I  thank  you  for  your  continued  interest,  and  am 

Very  sincerely  yours, 

Justin  S.  Morrill. 
J.  B.  Turner,  Esq., 
Jacksonville,  111. 


(36) 


APPENDIX  B 

EXTRACT  FROM  FORQUER'S  LETTER 


39 


APPENDIX  B. 

Extract  prom  a  Letter  to  the  Voters  of  Sangamo  County, 

Dated  Springfield,  June  23,  1832, 

By  George  Forquer. 

From  Sangamo  Journal,  July  12, 1832. 

"In  all  governments  where  the  counsels  of  an  enlightened 
patriotism  have  been  heard,  and  allowed  to  have  more  weight 
than  the  senseless  clamor  of  faction  and  party  strife,  the  general 
dissemination  of  knowledge  has  always  been  considered  an  object 
of  paramount  importance.  Reposing  as  our  free  republican  insti- 
tutions do,  and  relying  for  their  durability  upon  the  virtue  and 
intellectual  energies  of  our  people,  nowhere  should  the  statesman 
more  sedulously  aim  at  this  object,  than  in  our  own  country. 
Education  being  the  only  means  by  which  this  end  can  be  fully 
attained,  it  is  our  duty  therefore,  to  take  every  step  in  our  power 
to  dispense  its  benefits  to  the  rising  generation.  As  to  what  these 
steps  should  be,  there  is  doubtless  great  diversity  of  opinion,  and 
which  will  render  it  very  difficult  to  introduce  any  coercive  sys- 
tem of  common  schools.  This  diversity  is  the  natural  result  of 
the  different  opinions  which  we  have  brought  here  with  us  from 
almost  every  point  of  the  compass.  If  any  acceptable  plan  could, 
however,  be  presented,  by  which  every  neighborhood  would  have 
a  school  kept  in  it  constantly,  it  would  have  my  hearty  support. 
But  I  must  confess  that,  until  our  country  becomes  more  densely 
populated,  and  less  difference  of  opinion  prevails  on  this  subject, 
I  doubt  the  practicability  of  preparing  any  coercive  system  of 
common  schools  which  would  be  sustained  by  the  people.  The 
munificent  intention  of  the  government  in  granting  to  the  inhab- 
itants of  every  township  section  sixteen,  for  the  support  of  schools, 

(39) 


40 

has  been  very  unequally  fulfilled,  owing  to  the  unequal  value  of 
those  lands.  In  some  townships  they  have  been  found  to  be  worth 
some  thousands  of  dollars,  whilst  in  others  they  are  not  worth 
the  taxes.  This  has  placed  some  neighborhoods  in  an  enviable 
condition  as  to  schools,  and  which  was  surely  never  intended  to 
have  been  the  operation  of  a  liberality  meant  alike  for  the  benefit 
of  all  the  people;  and  as  other  new  states  have  been  allowed  to 
select  elsewhere  for  the  benefit  of  the  townships,  other  sections 
of  land  in  lieu  of  the  16th,  wherever  it  has  been  found  not  to  be 
good,  there  can  be  little  doubt  that  a  respectful  request  by  the 
legislature,  backed  by  our  delegation  in  Congress,  would  procure 
for  Illinois  the  same  advantages.  This  once  accomplished,  every 
township  would  be  supplied  with  an  important  aid  for  the  support 
of  schools,  which  well  husbanded,  and  with  the  spirit  of  patriot- 
ism, and  the  discharge  of  parental  duty,  will  do  much,  until  we 
can  do  more,  to  promote  the  cause  of  education. 

The  time  has  arrived,  however,  when  it  has  become  our  duty 
to  apply  the  means  granted  to  us  by  the  general  government,  for 
the  support  of  a  State  University,  or  Seminary  of  learning;  and 
as  those  means  were  derived  in  virtue  of  a  constitutional  compact, 
we  have  now  become  adequate  to  effect  the  object  for  which  they 
were  granted,  every  member  of  the  Legislature  owes  it,  as  well 
to  his  obligation  to  support  the  constitution  as  to  a  faithful  dis- 
charge of  his  duty  to  the  present  inhabitants  of  the  State,  to  see 
that  the  beneficient  intention  of  the  government  is  not  disap- 
pointed. I  have  endeavored  to  ascertain  the  exact  amount  of 
means  at  the  disposal  of  the  next  Legislature  for  this  object,  but 
have  not  succeeded  in  doing  so  as  accurately  as  I  could  have 
wished.  The  following,  however,  will  be  found  to  be  not  far  from 
the  amount.  According  to  compact  with  the  United  States, 
72  sections  of  land  were  granted  to  this  State  to  be  appropriated 
solely  for  the  use  of  a  Seminary  of  Learning :  also  three-fifths  of 
five  per  cent  upon  the  amount  of  public  land  in  the  state  after 
January  1,  1810,  is  secured  to  the  State  for  the  encouraging  of 
learning;  one-sixth  of  which,  it  is  provided,  "shall  be  exclusively 
bestowed  upon  a  College  or  University." 


(40) 


41 

The  amount  of  funds  received  from  this  source  up  to  June 
1,  1831,  is  $32,237.81 

Amount  received  from  sales  of  Seminary  land  in  pursuance  of  the  acts 

of  the  legislature  of  the  12th  and  17th  January,   1829,  is 20,108.00 

Amount  of  interest  which  will  be  due  from  the  State  on  this  sum  in  1833      4,800.00 
Twenty-six  thousand  and  eighty  acres  of  Seminary  land  yet  to  be  dis- 
posed of,  which  at  $1.25  an  acre  will  bring   32,600.00 

In   1830,   the  public  lands   sold  in   this   State   amounted  to   $395,678.34; 

3-Sths  of  five  per  cent  of  which  amounts  to   11,889.00 

And  supposing  the  sales  from  the   1st  June,   1831,  to  the  1st  of  June, 

1832,  to  have  been  equal  to  the  year  1830,  we  may  add 11,889.00 

Continue   the   same   calculation   forward   to   June    1st,    1833- 11,889.00 

The  whole  amount  of  disposable  means  on  the  1st  June,  1833,  is $112,523.00 

Here,  then,  we  have  an  increasing  fund,  already  amply  suf- 
ficient to  found  and  endow  an  Institution  which  would  give 
character  to  the  whole  state,  and  be  quite  equal  to  our  wants  for 
many  years  to  come.  Its  commencement  and  speedy  completion 
cannot,  therefore,  any  longer  be  delayed,  unless  we  are  guilty  of 
an  abandonment  of  legislative  duty,  and  of  great  and  manifest 
injustice  to  the  present  inhabitants  of  the  state. — A  great  portion 
of  whom  have  suffered  all  the  trials  and  tribulations  incident  to 
pioneer  life,  and  on  this  account  have  strong  claims  to  be  allowed, 
now  whilst  they  can,  to  participate  in  the  benefits  of  the  liberality 
of  the  government.  The  character  which  such  an  Institution 
would  give  the  state  abroad — the  promotion  of  the  cause  of  edu- 
cation, and  the  advancement  of  the  arts  and  sciences  at  home — 
paramount  considerations  as  they  are,  will  not  be  the  only  advan- 
tages which  will  result  from  its  early  establishment.  If  eligibly 
located,  it  would  be  the  means  of  rapidly  converting  some  one  of 
our  villages  into  a  populous  and  wealthy  city,  thereby  adding 
greatly  to  the  value  of  property,  and  to  the  wealth  of  the  country. 
The  following  calculation  will  show  its  value  to  the  county  and 
town  in  which  it  may  be  located. 

My  plan  to  provide  salaries  for  the  professors  and  establish 
the  Institution,  is  this :    Take  $80,000.00  of  the  fund,  and  place  it 


(41) 


42 

at  interest  at  6  per  cent,  and  it  will  yield,  per  annum,  $4,800.00. 

Suppose  the  sales  of  land  after  1st  June,  1833,  to  be 
about  the  same  of  the  year  1830,  and  the  1-Gth  of 
the  3  per  cent  fund,  would  be  per  annum  1,981.00 


$0,781.00 

This  sum,  with  the  addition  of  a  moderate  price  for  tickets 
of  admission  from  students,  would  provide  salaries  which  would 
command  professors  of  the  highest  order  of  talents.  This  would 
leave  of  the  fund  $32,523.  This  sum  I  would  expend  next  year  in 
building  and  furnishing  a  suitable  edifice  for  the  Seminary  to  be 
kept  in.  This  edifice  might  be  so  planned  that  it  could  be  added 
to,  with  the  increase  of  our  future  wants  and  means.  To  sup- 
pose that  such  an  institution  would  command  at  least  one  hundred 
students,  is  surely  not  an  overestimate.  Each  of  these,  at  a  very 
low  estimate  for  boarding,  washing,  Hatters,  Shoemakers,  Tailors 
and  Merchants  bills,  &c,  would  leave  at  least  $150.00  per  annum 
at  the  place  wherever  it  may  be  located. 

RECAPITULATION. 

Expend   next   year   in   building   and    furnishing   the   house    S32.522 

One  hundred  students  leaving  in  the  town  per  annum  $150  eacli   15,000 

The  salaries  of  the  several  Professors,  which  would  be  necessarily  ex- 
pended in  the  place,  for  the  support  of  their  families,  could  not  be 
less    than 8,000 

Amount  of  cash  annually  expended  in  the  town  by  the  students   and 
professors    • $23,000 

This  expenditure  would  be  made  for  the  benefit  of  all  classes. 
It  would  employ  the  mechanic,  the  boarding-house  keeper,  and 
buy  the  farmers'  produce  to  keep  those  it  employed.  Its  various 
and  multiplied  benefits  upon  the  laboring  and  industrious  class  of 
citizens,  in  both  town  and  country,  would  soon  be  seen,  in  the  con- 
stant and  profitable  employment  the  one  would  receive,  and  the 
read}-  market  the  other  would  find  at  home  for  the  produce  of  his 
farm.  Let  the  mechanics  of  Springfield,  and  the  farmers  of  the 
county  of  Sangamo,  who  know  how  much  the  town  has  improved 
in  the  last  two  years,  and  what  a  market  it  has  been  to  the  farmer, 

(42) 


43 

and  how  little  actual  cash  has  been  expended  in  it  to  produce  the 
result,  calculate  if  they  can,  what  would  be  the  effect  upon  the 
town  and  county,  of  an  annual  expenditure  in  the  town,  of  the 
sums  I  have  mentioned.  This,  however,  is  the  most  narrow  view 
that  can  be  taken  of  the  advantages  which  such  an  institution 
would  confer  upon  our  town  and  county. — The  capital  and  popu- 
lation which  it  would  attract  to  both,  and  thereby  promote  busi- 
ness and  improvements  of  every  kind,  and  increase  the  general 
value  of  property,  would  be  a  still  greater  cause  of  general  pros- 
perity to  both. — Alluring  an  object  as  this  institution  would  be 
to  the  delegation  of  every  county,  yet  each  knows  that  all  cannot 
have  it;  and  as  it  must  be  located  somewhere,  each  member  will 
be  bound  to  locate  it  where  it  can  be  so  supported,  that  the  great- 
est good  may  result  to  the  whole  state  from  its  establishment. 
The  central  position  and  healthy  character  of  Springfield,  and  the 
fertility  of  the  soil,  and  numerous  population  of  our  county — 
where  students  can  be  healthy  and  living  cheap,  all  point  to  it  as 
the  spot  for  the  State  Seminary.  At  all  events  it  is  an  object  of 
so  much  importance,  that  the  citizens  of  Sangamo,  who  are  above 
the  influence  of  petty  feuds,  and  are  more  solicitous  about  pro- 
moting the  public  good,  than  they  are  about  the  mere  election  of 
some  particular  individuals  over  some  other  individuals,  will  not 
lose  sight  of  the  great  influence  which  the  location  of  this  insti- 
tution among  them  would  have  upon  the  future  destinies  of  our 
county. 


(43) 


APPENDIX  C 

THE  TURNER  PAMPHLET 


PLEASE  READ  AND  CIRCULATE. 

INDUSTRIAL  UNIVERSITIES 

FOR  THE  PEOPLE. 
Published  in  Compliance  with  Resolutions  of 

THE  CHICAGO  AND  SPRINGFIELD  CONVENTIONS. 

AND    UNDER    THE 

INDUSTRIAL  LEAGUE 

OF  ILLINOIS. 

By  J.  B.  TURNER, 
Chairman  of  the  Committee. 


JACKSONVILLE  : 


Printed  at  the  Morgan  Journal  Book  and  Job  Office. 

1853. 


49 


PREFACE 

The  reasons  for  proffering  this  pamphlet  to  the  public  will 
be  found  in  the  proceedings  of  the  Industrial  Conventions  held 
at  Chicago  in  1852,  and.  in  Springfield,  1853.  But  while 
the  author  has  endeavored  to  comply  with  the  general  wish  ex- 
pressed by  these  conventions,  and  the  Directors  of  the  Illinois 
Industrial  League,  it  should  not  be  inferred  that  any 
friends  of  those  conventions  or  of  the  League  are  responsible  for 
the  particular  statements  or  sentiments  herein  expressed.  In  all 
these  incidental  matters,  the  author  alone  is  responsible,  as  it  was 
found  impracticable  before  publication  to  secure  even  a  revision 
by  the  committee,  which,  had  it  been  possible,  was  greatly  to  be 
desired. 

It  will  also,  be  readily  seen  that  it  is  no  part  of  the  design 
of  this  work,  to  notice  the  many  and  great  improvements  and 
excellencies  in  our  existing  systems  of  education,  but  rather  to 
call  attention  to  their  remaining  defects  and  urge  these  as  a 
reason  for  immediate  effort  and  action  in  the  direction  indicated. 

For  a  plan  of  action  the  reader  will  please  refer  to  the  close 
of  the  pamphlet. 


(49) 


50 
INDUSTRIAL  EDUCATION. 

The  progress  whiHi  the  people  of  the  United  States,  and 
especially  of  our  own  State,  are  continually  making  on  the  great 
subject  of  education,  must  be  gratifying  to  every  patriotic  and 
philanthropic  mind. 

This  progress  relates  to  the  ENDS,  INSTRUMENTAL- 
ITI  ES,  and  MODES  of  ;ill  mental  and  moral  culture,  and  is  most 
apparent  in  the  condition  of  our  best  Common  Schools — at  once 
the  pride  and  hope  of  our  country. 

The  END  of  all  education  should  be  the  development  of  a 
TCRUE  .MANHOOD,  or  the  natural,  proportionate  and  healthful 
culture  and  growth  of  all  the  powers  and  faculties  of  the  human 
l>eiiij>' — physical,  mental,  moral  and  social;  and  any  system  which 
attempts  t  he  exclusive,  or  even  inordinate  culture  of  any  one  class 
of  these  faculties,  will  fail  of  its  end — it  will  make  mushrooms 
and  monks,  rather  than  manhood  and  men.  For  similar  reasons, 
any  system  of  education  adapted  to  the  exclusive  or  unequal  and 
inordinate  culture  of  any  one  class  or  profession  in  the  State 
18  defective:  it  generates  clans  a!id  castes,  and  breaks  in  upon  that 
natural  order,  equality  and  harmony  which  God  has  ordained. 
It  will  create  a  concentration  of  intellectual  power  in  the  edu- 
cated head  of  the  body  politic — cold,  crafty,  selfish  and  treacher- 
ous, which  will  sooner  or  later  corrupt  its  heart — will  exhaust 
and  overlabor  and  overtask  its  weak,  uncultured  and  undeveloped, 
subordinate  powers  and  organs,  ami  produce  a  bedlam  rather  than 
a  kingdom  on  earth — a  despotism  either  of  the  tyrant,  the  church 
or  the  mob,  or  of  all  these  combined  ;  not  a  government. 

Aiel  this  effect  will  inevitably  follow,  as  sure  as  God  lives 
and  reigns,  even  though  a  nation  write  its  soil  and  sea  over  with 
parchment,  declarations  and  manifestoes,  and  rend  air  and  sky 
with  clamorous  shouts  of  "Equality,  Liberty  and  Fraternity." 
"Be  not  deceived  :  (Jod  is  not  mocked."  "That  which  a  man  sow- 
eth,  shall  he  also  reap." 

Tn  former  times  not  very  remote  from  our  own  day,  mere 
learning — book  knowledge — scholasticism,  was  considered  the 
great  end  of  education,  and  all  such  systems  of  culture  direct  the 

(50) 


51 

mind  too  much  towards  books,  and  too  little  towards  facts.    The 
pupil  is  taught  to  think  of  letters  and  words  rather  than  of  things 
and  events — to  remember  on  what  part  of  the  book  page  he  saw 
the  form  of  words,  better  than  he  knows  on  what  part  of  the 
world's  page,  the  events  took  place,  if  at  all.     All  the  way  along, 
from  a — b,  ab,  and  long  a  in  hate,  and  a  seven  years'  war  at  spell- 
ing up  through  spelling  books,  grammars  and  dictionaries,  Eng- 
lish, Latin  and  Greek,  till  he  at  last  took  his  diploma,  it  was  one 
everlasting  agonism  at  verbiage,  as  though  God,  angels  and  men — 
the  sky  above  and  the  earth  beneath,  were  all  moonshine;  and 
spelling,  grammar,  talk — the  prime  properties  of  man's  utterance 
facile  and  precise — were  the  only  realities  in  the  universe.     A 
real,  grammar  school-boy  of  such  schools,  can  brave  no  other  idea 
than  that  God  made  the  world  out  of  the  nine  parts  of  speech, 
and  in  English,  at  least,  spelled  it  all  wrong.    And  so  throughout 
the  wrhole  course,  books,  books,  books,  form  the  great  staple  ami 
instruments  and  ends  of  culture;  and  the  living  voice,  speaking 
of  living  facts  and  presenting  living  realities  to  the  mind  of  the 
pupil,  but  a  very  small  part  of  it.     By  such  methods  the  mind 
is  trained  to  undue  deference  to  the  authority  of  the  book,  with 
little  capacity  to  look  after  the  fact — and  men's  opinions  and 
usages,  instead  of  God's  lawrs  and  ordinances  govern  the  world: 
and  generally  in  those  communities  where  this  mere  book  learning 
is  most  dominant,  the  minds  of  men  are  most  depressed  and 
enslaved  to  tyrant  custom.    For  example — compare  Germany  and 
England,  and  New  England  and  Illinos.     It  engenders  an  undue 
deference  to  mere  learned  authority,  a  spirit  of  effeminate  timid- 
ity, and  pedantic  servility,  rather  than  one  of  true  wisdom,  true 
freedom,  and  true  manhood,  such  as  has  shone  in  the  prophets, 
apostles  and  martyrs  of  every  age. 

It  does  not  produce  mind,  but  mere  learning, — not  intellect 
but  scholarship — not  thinkers,  but  plausible  and  sophistical  de- 
baters; SCHOOLMEN,  (as  of  old,)  who  can  prove  either  side  of 
any  proposition,  but  not  real  men  who  can  discharge  the  hard  side 
of  every  single  duty. 

A  proper  remedy  for  such  a  state  of  things,  wherever  it  may 
be  found,  would,  of  course,  consist  in  drawing  our  resources  of 

(50 


52 

culture,  less  from  books  and  the  laws  of  verbiage,  and  more  from 
facts  and  the  laws  of  God.  Less  from  nature  destorted  into  ab- 
stractions, propositions,  prisms  and  triangles,  as  seen  in  ordinary 
books,  and  more  from  nature,  as  it  comes  all  radiant  and  instinct 
with  life,  beauty  and  glory  from  the  Hand  Divine.  What  a  mon- 
strosity was  that  which  some  years  since  took  little  boys  and  girls, 
not  even  seven  years  old,  out  of  God's  clear  sunshine,  away  from 
the  birds  and  breezes,  the  flowers  and  the  trees,  and  set  them, 
for  six  hours  in  the  day,  bolt  upright  on  a  wooden  bench,  to  look 
at  big  letters  and  triangles  made  of  cotton  rags  and  lampblack ! ! — 
and  all  this,  only  to  educate  them  ! ! ! 

Well,  this  absurdity  has  passed  away ;  and  all  others  similar 
to  it  are  fast  departing. 

But  the  great  instrumentalities  of  education  are — the 
FAMILY,  the  SCHOOL,  the  CHURCH  and  the  STATE;  and  in 
order  to  the  best  results,  it  is  indispensable  that  order, 
virtue,  wisdom  and  freedom  should  direct,  pervade,  enlighten  and 
control  each  and  all  these  several  departments  of  human  culture 
with  a  simultaneous  energy  and  power.  The  apostasy,  or  corrup- 
tion, or  perversion  of  any  one  of  these  is  sufficient  to  cripple  and 
distort,  if  not  to  utterly  annihilate  all  the  good  that  can  be  educed 
from  the  other  three.  The  vanity,  selfishness,  pride  and  vice  of 
the  household — the  pedantry  and  folly  of  the  school — the  bigotry 
and  superstition  of  the  church,  or  the  tyranny  and  corruption  of 
the  State,  are,  each  one  of  them,  adequate  to  pervert  or  destroy,  in 
a  single  generation,  all  the  real  good  of  the  other  three,  if,  indeed, 
the  phenomena  of  the  existence  of  such  vices  in  either  quarter, 
does  not  show  a  previous  latent  corruption  in  all  departments 
alike.  Hence,  a  watchful  care  over  all  these  interests  alike,  is  as 
indispensable  to  the  proper  education  of  our  youth,  as  it  is  to 
their  after  security  in  life. 

But  in  the  narrow  and  pedantic  view  of  the  subject,  schools 
of  literature  and  science  are  usually  considered  the  great,  if  not 
the  sole  instruments  of  education;  and  sometimes,  in  accordance 
with  this  view,  the  brain  or  the  mind,  the  mere  intellectual  powers 
of  man,  are  the  only  powers  really  sought  to  be  educated.  Where- 
ever  this  fatal  delusion  prevails,  the  necessary  result  must  be  a 

(52) 


53 

monstrosity,  not  a  manhood ;  a  monk,  rather  than  a  man ;  and  it 
will  be  found,  at  last,  to  give  the  world  pedants  and  pettifoggers 
for  priests  and  teachers,  rowdies  and  robbers  for  rulers,  and  only 
old  vices  under  new  names,  for  all  the  abandoned  and  discarded 
virtues  of  their  forefathers. 

This  pedantic  and  shallow  view  of  the  subject  of  education, 
also  leads  to  another  most  fatal  error  in  the  minds  of  both  the  old 
and  the  young.  Instead  of  regarding  education  as  the  great  life- 
long process — the  great  life-business  of  every  human  being  here  on 
earth,  it  limits  it  to  the  quarter  days  of  the  school-room,  and  calls 
even  the  most  corrupt,  effeminate,  useless  and  senseless  of  men, 
educated,  if,  forsooth,  they  have  overmastered  a  certain  quantum 
of  a  prescribed  course  of  mere  book-learning,  though  turned  loose 
upon  the  world  without  either  the  capacity  to  take  care  of  them- 
selves or  the  disposition  to  leave  the  best  interests  of  their  fellows 
untouched.1 

^fosiah  Holbrook,  in  the  "National  Era,"  of  June  16th,  states,  that  "in  one 
State's  prison  of  our  Union  are  twelve  graduates  of  colleges — a  greater  proportion 
to  the  whole  number  of  convicts  in  one  prison,  than  the  entire  number  of  college 
graduates  in  our  country  to  the  whole  population.  Everybody  knows,"  says  he, 
"that  the  most  depraved  beings  in  our  country  are  among  those  upon  whom  most 
is  expended  for  their  education ;  and  that  thieves,  midnight  assassins  and  incen- 
diaries have  come  from  our  schools  by  hundreds  and  thousands." 

If  this  is  true,  and  other  prisons  show  similar  statistics,  the  whole  number 
of  graduates  pi  colleges  in  all  the  prisons,  must  exceed  the  relative  proportion 
furnished  to  the  same  honors  by  the  industrial  classes,  many  hundred  per  cent. 

Does  not  this  denote  something  wrong  in  our  schemes  for  the  mere  culture 
of  the  tongue  and  the  brain?  But  suppose  all  who  have  been  under  the  regimen  of 
the  drill;  but  never  graduated,  were  reported,  the  ratio  would  be  even  more 
frightfully  swollen,  and  we  wouid  find  that  no  class  of  persons  disgorge  so  great 
an  annual  percent  into  our  prisons  and  almshouses  and  the  drunkard's  ignoble  grave, 
as  those  who  have  attempted  to  seek  a  liberal  education,  while  under  our  more 
rational  and  practical  common  school  system,  in  which  practical  knowledge  is 
sought  in  connection  with  domestic  duties  and  industrial  pursuits,  the  facts  are 
exactly  the  reverse.  Has  a  tree  that  bears  such  fruit,  true  Christianity,  or  heathen 
mythology  at  its  roots?  Is  practical  duty,  or  pedantic  display,  its  life  and  its  aim? 
The  fearful  loss  of  life  which  these  systems  of  monkish  and  distorted  culture 
annually  produce,  is  well  known  to  all.  But  the  annals  of  the  crimes  and  criminals 
it  has  generated,  is  a  chapter  in  our  history  not  yet  fully  developed. 

Mr.  Bramwell,  an  English  writer  and  traveler,  is  reported  to  affirm  that  the 
universities  of  Great  Britain  have  contributed  more  to  the  pride,  aristocracy,  vice 

(53) 


54 

A  young  boy  or  girl,  under  this  idea,  obtains  a  smattering  of 
language,  literature  and  science,  perhaps,  in  the  schools,  and  then, 
forsooth,  as  it  is  very  pertinently  and  significantly  said,  "he  lias 
finished  his  education."  It  is,  but  too  often,  strictly  true; — it 
is  finished;  and  all  true  manhood  lias,  also,  been  crucified  iu  the 
process.  It  is  all  ended  with  him,  and  you  have  before  you  your 
plausible  sophist,  your  accomplished  idler,  or  your  educated  hire- 
ling— another  relentless  donkey  to  hold  back  the  great  car  of 
social  and  moral  progress,  and  bray  at  every  new  idea  that  dawns 
upon  the  world  for  the  good  of  man  and  the  glory  of  God. 

But  motion — progress — is  the  law  of  matter  and  of  mind;  and 
all  civilization,  all  true  Christianity,  all  true  education  and  all 
true  manhood,  are  nothing  else  but  one  everlasting  progress  in 
true  knowledge,  wisdom  and  virtue. 

It  is  obvious  that  the  instruction  of  the  schoolroom  should 
be  constantly  based  upon  this  idea.  That  it  should  aim  to  put 
every  pupil  in  such  a  position  that  his  whole  life  afterward  may 
be  but  one  continuous,  natural  and  easy  progress  from  one  stage 
of  mental  and  moral  development  and  power  to  another.  Nature's 
order  and  God's  law,  when  observed,  is,  that  the  child  should 
become  the  youth,  the  youth  the  man,  the  man  the  angel;  and  so, 
onward  and  upward  forever — ever  developing — ever  progressing, 
but  never  finished.  A  true  process  of  education,  therefore,  can 
never  stop ;  it  can  never  be  either  remitted  or  finished ;  and  all  sys- 
tems of  scholastic  learning  constructed  on  that  idea,  are  monkish, 
preposterous,  delusive  and  false;  and  just  so  far  forth,  a  curse 
instead  of  a  blessing  to  mankind,  ever  begetting  a  spirit  of  ped- 
antic idleness,  frivolity  and  the  supercilious  pride  of  a  conceited 
monk  or  an  Indian  Brahman,  instead  of  that  brave,  generous  and 
steadfast  heroism  that  should  characterize  the  true  man. 

It  is  self-evident  that  in  order  to  reach  this  end,  and  to  avoid 
these  antagonistic  evils,  our  systems  of  public  instruction  should 

and  debauchery  of  the  empire,  and  furnished  more  sots  and  penitentiary  criminals, 
in  proportion  to  their  numbers,  than  any  other  class  of  English  society. 

Did  the  schools  of  the  Carpenter  and  fishermen  of  Galilee,  or  even  those,  of 
Socrates  and  Plato  exhibit  such  results? 

Will  not  the  patrons  and  defenders  of  those  systems  of  education  answer? 

(54) 


55 

all  have  due  reference  to  the  varied  employments  of  men  in  after 
life;  so  that  each  class  may  be  placed  in  a  position  which  shall 
enable  them  to  develop  a  LITERATURE  OF  THEIR  OWN,  and 
acquire  a  mental  as  well  as  moral  discipline,  in  connection  with 
their  own  occupations,  interests  and  pursuits.  In  other  words,  the 
effort  should  be  to  make  each  man  an  intelligent,  thinking  man, 
in  his  own  profession  in  life,  rather  than  out  of  it ;  to  teach  him, 
first,  to  understand  his  own  business  rather  than  other  people's. 
Then  he  will  be  better  able  to  govern  and  take  care  of  himself, 
and  need  less  expenditure  from  the  State  and  the  church  in  con- 
trolling and  taking  care  of  him. 

This  principle  has,  in  theory,  become  fully  recognized,  and  ap- 
plied with  more  or  less  perfection  to  some  four  or  five  varied  pur- 
suits of  men,  and  obviously,  ought  to  be  applied  in  the  same  way 
and  on  the  same  principle  to  them  all. 

The  divines,  the  lawyers,  the  physicians,  the  teachers,  and 
the  military  men  of  our  country,  each  and  all,  have  their  specific 
schools,  libraries,  apparatus  and  universities,  for  the  application 
of  all  known  forms  of  knowledge  to  their  several  professions  in 
life.  Hence  the  surprising  intelligence  and  power  which  these 
classes  now  exhibit,  since  the  founding  of  universities  and  schools 
for  their  special  uses,  compared  with  that  manifested  by  the  same 
classes  in  the  times  of  the  monks,  barons,  quacks,  schoolmen  and 
crusaders  of  the  middle  ages.  Hence  the  eloquence  and  power  of 
our  pulpits,  and  our  courts  and  senates — the  efficiency  of  our 
medical  and  military  skill. 

It  is  true  that  the  laws  of  God  are  everywhere,  and  to  all  per- 
sons and  classes,  the  same ;  and  that  all  science  is  based  upon  these 
uniform  laws;  but  it  is  equally  true  that  their  application  to  the 
pursuits  of  life,  and  the  consequent  natural  discipline  and  devel- 
opment of  mind  is  infinitely  various. 

No  man,  in  his  senses,  imagines  if  all  our  divines  had  been 
trained  at  West  Point,  all  our  lawyers,  physicians  and  generals 
at  Mount  Holyoke  or  Andover  or  Princeton,  that  there  would  have 
been  either  the  same  energy  of  effort  and  success,  or  the  same 
discipline  of  mind  in  these  professions  that  now  exist.  Skill,  and 
a  proper  knowledge  of  the  laws  of  projectiles — the  chainshot  and 

(55) 


56 

the  bombshell  will  hardly  make  a  divine;  and  adroitness  with  the 
dishcloth  or  with  the  frolics  of  the  fathers,  would  scarcely  have 
achieved  the  conquest  of  the  empire  of  the  Montezumas. 

So  far  forth  as  discipline  of  mind  is  concerned,  all  know  that 
the  greater  part  of  it  is  procured  in  all  these  professions,  not  at 
their  several  schools,  however  excellent  and  appropriate  in  them- 
selves, but  by  the  continued  habits  of  reading,  thought  and  reflec- 
tion, IN  CONNECTION  WITH  THEIR  SEVERAL  PROFES- 
SIONAL PURSUITS  IN  AFTER  LIFE;  and  if  not  so  acquired, 
it  is  never,  in  fact,  acquired  at  all. 

The  young  graduate  from  all  these  schools,  alike,  is  generally 
pronounced  green,  raw,  undisciplined  and  sophomorical,  and 
shows  himself  to  be  so.  But  his  university  or  his  school  has  done 
one  thing  for  him  of  immense  value  and  importance,  and  only  one; 
it  has  neither  duly  informed,  nor  disciplined  his  mind,  as  it  some- 
times pretended;  but  IT  HAS  SHOWN  HIM  HOAY  THAT  MIND 
CAN  BE  DISCIPLINED,  IN  CONNECTION  WITH  THE  PRO- 
FESSIONAL PURSUITS  OF  HIS  AFTER  LIFE,  if  he  will 
attend  to  it:  but  if  not,  it  cannot  be.  This  is  the  most  that  uni- 
versities or  schools  of  any  sort  can,  as  a  general  rule,  do  for  any 
man;  they  give  him  a  start  in  that  course,  which,  in  after  life 
he  is  to  pursue.  To  this  end,  the  peculiar  literature  appropriate 
to  each  of  these  professions,  is  quite  as  important  as  the  univer- 
sities and  schools  which  created  it :  for  as  a  general  rule,  men  will 
not  read  and  reflect  on  subjects  totally  disconnected  with  their 
daily  duties  and  interests,  so  as  to  derive  that  needful  discipline 
of  mind,  from  other  pursuits,  which  nature  teaches  should  be 
derived  from  their  own.  — Some  few  minds,  it  is  true,  in  all  pro- 
fessions, have  an  appetency  for  universal  knowledge,  just  as  some 
men  seem  to  have  skill  in  universal  art,  but  the  great  majority  of 
men  obtain  all  the  real  discipline  and  development  of  mind  which 
thev  ever  do  obtain,  in  immediate  connection  with  their  own  indi- 
vidual  pursuits  and  duties  in  life,  and  not  outside  of  these. 

The  sun  which  they  see,  is  only  the  one  which  lightens  their 
own  world;  and  from  this,  alone,  tin1  light  of  life  must  come  to 
them,  if  it  come  at  all;  all  beyond  is,  to  them,  starlight,  and  must 
remain  so  till  they  quit  their  present  sphere  of  action  and  duty. 

(56) 


57 

Now,  our  industrial  classes,  although  much  more  numerous 
than  all  the  others  combined,  are,  to  a  vast  extent,  to  say  the 
least,  alone,  of  all  others,  left  entirely  without  the  indispensable 
means  of  applying  this  same  knowledge  or  science  to  their  several 
pursuits,  to  teach  them,  also,  how  to  read,  observe  and  think,  and 
act  so  as  to  derive  this  same  needful  and  wholesome  mental  dis- 
cipline from  their  pursuits  in  life,  which  the  professional  and 
military  classes  are  taught  to  derive  from  theirs.  Of  course,  they 
are  also  equally  destitute  of  the  needful  literature  for  such  ends, 
and  must,  of  necessity,  remain  so,  till  universities  are  endowed  for 
creating  it  in  the  same  way  it  has  been  created  for  others.  They 
are  all,  in  this  country  now,  so  far  as  appropriate  educational 
and  scientific  privileges  are  concerned,  where  the  professional 
and  military  classes,  themselves,  were,  in  the  days  of  the  monks 
and  schoolmen,  with  no  appropriate  schools,  apparatus,  or  teach- 
ers, or  literature  suited  to  the  proper  application  of  knowledge 
to  their  several  pursuits  and  callings. 

Is  it  said  that  farmers  and  mechanics  do  not  and  will  not 
read? 

Give  them  a  literature  and  an  education  then,  suited  to  their 
actual  wants,  and  see  if  it  does  not  reform  and  improve  them  in 
this  respect,  as  it  has  done  their  brethren  in  the  professional 
classes.  As  a  matter  of  fact,  all  know  they  now  have  no  such  prac- 
tical, congenial  literature  to  read;  and  still,  as  a  general  rule 
they  read  more,  and  know  more  about  the  proper  pursuits  of  the 
professional  classes,  than  those  classes  do  about  theirs,  in  pro- 
portion to  the  opportunities  they  have. 

Suppose  you  should  supply  the  libraries  of  the  divine  and  the 
lawyer  with  practical  treatises  on  the  raising  of  crops,  the  resus- 
citation and  improvement  of  soils,  and  the  management  of  stock, 
or  the  navigation  of  the  polar  seas,  instead  of  books  treating  of 
the  peculiar  nature  and  duties  of  his  own  profession,  does  any 
man  suppose  that  these  professions  would  exhibit  the  same  love 
of  reading  and  study,  or  attain  the  same  mental  discipline  which 
they  now  do?    The  idea  is  absurd. 

Give  a  divine  or  a  lawyer  a  book  on  agriculture,  and  how  soon 
it  is  thrown  aside!     And  is  it  surprising  that  the  farmer  and 

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58 

mechanic  treats  other  books  on  the  same  principle,  and  in  the  same 
way,  for  the  .same  reason?  But  how  greedily  they  devour,  in  all 
our  periodicals  and  pamphlets  the  few  scraps  that  directly  per- 
tain to  their  own  interests,  and  how  soon  new  implements  of  life 
and  power  start  up  from  their  practical  and  creative  minds  out 
of  every  new  idea  in  philosophy  that  dawns  upon  the  race  and 
claims  its  place  in  the  crystal  palaces,  and  its  reward  at  the  indus- 
trial fairs  of  the  world?  And  are  such  minds  on  this  great 
continent  to  be  longer  left,  by  the  million,  without  a  single  uni- 
versity or  school  of  any  sort,  adapted  to  the  peculiar  wants  of  their 
craft,  while  the  whole  energies  of  the  republic  are  taxed  to  the 
utmost  to  furnish  universities,  colleges  and  schools  adapted  to 
the  wants  of  the  professional  and  military  classes,  who  constitute 
not  the  one-hundredth  part  of  the  population,  and  represent  not 
the  thousandth  part  of  the  vital  interests  of  any  civilized  and 
well  ordered  community? 

Are  these  pursuits,  then,  beneath  the  dignity  of  rational 
and  accountable  man?  God,  himself,  made  the  first  Adam  a 
gardener  or  farmer,  and  kept  him  so  till  he  fell  from  his  high 
estate.  The  second  Adam,  sent  to  repair  the  ruin  of  this  fall,  he 
made  a  poor  mechanic  called  "the  son  of  a  carpenter,"  who  chose 
all  his  personal  followers  from  the  same  humble  class.  Deity  has 
pronounced  his  opinion  on  the  dignity  and  value  of  these  pursuits, 
by  the  repeated  acts  of  the  wisdom  and  grace,  as  well  as  by  the 
inflexible  laws  of  his  providence  compelling  industrial  labor  as 
the  only  means  of  preserving  health  of  body,  vigor,  purity  of  mind 
and  even  life  itself. 

Where  did  Socrates,  the  wisest  of  the  Greeks,  and  Cincin- 
nati^, the  most  illustrious  of  the  Romans — Washington,  the 
father  of  America,  and  Franklin,  and  Sherman,  and  Kossuth,  and 
Downing,  and  Hugh  Miller,  and  a  whole  host  of  worthies,  too 
numerous  to  mention,  get  their  education?  They  derived  it  from 
their  connexion  with  the  practical  pursuits  of  life,  where  all  other 
men  got  theirs,  so  far  as  it  has  proved  of  any  practical  use  to 
themselves  or  the  world. 

What  we  want  from  schools  is,  to  teach  men,  more  dull  of 
apprehension,  to  derive  their  mental  and  moral  strength,  from 

(58) 


59 

their  own  pursuits,  whatever  they  are,  iu  the  same  way,  and  on  the 
same  principles,  and  to  gather  from  other  sources  as  much  more 
as  they  find  time  to  achieve.  We  wish  to  teach  them  to  read 
books,  only  that  they  may  the  better  read  and  understand  the 
great  volume  of  nature,  ever  open  before  them. 

Can,  then,  no  schools  and  no  literature,  suited  to  the  peculiar 
wants  of  the  industrial  classes,  be  created  by  the  application  of 
science  to  their  pursuits?  Has  God  so  made  the  world,  that 
peculiar  schools,  peculiar  applications  of  science,  and  a  peculiar 
resultant  literature,  are  found  indispensable  to  the  highest  suc- 
cess in  the  art  of  killing  men,  in  all  states,  while  nothing  of  the 
kind  can  be  based  on  the  infinitely  multifarious  arts  and  pro- 
cesses of  feeding,  clothing  and  housing  them?  Are  there  no  suf- 
ficient materials  of  knowledge,  and  of  the  highest  mental,  and 
moral  discipline  in  immediate  connexion  with  these  pursuits? 
This  is  to  suppose  that  God  has  condemned  the  vast  majority  of 
mankind  to  live  in  circumstances  in  which  the  best  and  highest 
development  of  their  noblest  facilities  is  a  sheer  impossibility, 
unless  they  turn  aside  from  those  spheres  of  duty  to  which  his 
Proivdence  has  evidently  consigned  them.  Such  an  assumption 
is  as  pedantic  and  shallow  as  it  is  wicked  and  blasphemous.  For 
what,  but  for  this  very  end  of  intellectual  discipline  and  develop- 
ment, has  God  bound  the  daily  labors  of  all  these  sons  of  toil  in 
the  shop  and  on  the  farm,  in  close  and  incessant  contact  with  all 
the  mighty  mysteries  of  his  own  creative  wisdom,  as  displayed  in 
heaven  above,  and  on  earth  beneath,  and  in  the  waters  and  soils 
that  are  under  the  earth?  Why  are  there  more  recondite  and  pro- 
found principles  of  pure  mathematics  immediately  connected 
with  the  sailing  of  a  ship,  or  the  moulding  and  driving  of  a  plow, 
or  an  axe,  or  a  jack-plane,  than  with  all  three  of  the,  so-called, 
learned  professions  together,  if  it  be  not  intended  that  those 
engaged  in  these  pursuits  should  derive  mental  culture  as  well  as 
bodilv  sustenance  and  strength  from  these  instruments  of  their  art 
and  their  toil?  Why  has  God  linked  the  light,  the  dew  drop,  the 
clouds,  the  sunshine  and  the  story,  and  concentrated  the  mighty 
1  towers  of  the  earth,  the  ocean  and  the  sky,  directed  by  that  un- 
known and  mysterious  force  which  rolls  the  spheres,  and  arms 

(59) 


(50 

the  thunder-cloud — why  are  all  these  mystic  and  potent  influences 
connected  with  the  growing  of  every  plain,  and  the  opening  of 
every  flower,  the  motion  of  every  engine  and  every  implement,  if 
he  did  not  intend  that  each  son  and  daughter  of  Adam's  race 
should  learn  through  the  handicraft  of  their  daily  toil,  to  look 
through  nature  up  to  nature's  God,  trace  his  deep  designs,  and 
derive  their  daily  mental  and  moral  culture,  as  well  as  their  daily 
food,  from  that  toil  that  is  ever  encircled  and  circu inscribed  on  all 
hands,  by  the  unfathomed  energies  of  his  wisdom  and  power?  No 
foundation  for  the  development  and  culture  of  a  high  order  of 
science  and  literature,  and  the  noblest  capacities  of  mind,  heart 
and  soul,  in  connexion  with  the  daily  employments  of  the  indus- 
trial classes!  How  came  such  a  heathenish  and  apostate 
idea  ever  to  get  abroad  in  the  world?  Was  God  mistaken  when  he 
first  placed  Adam  in  the  garden,  instead  of  the  academy?  Or 
when  he  sentenced  him  to  toil  for  his  future  salvation,  instead  of 
giving  him  over  to  abstract  contemplation?  When  he  made 
his  Son  a  carpenter  instead  of  a  rabbi?  Or  when  he  made  man 
a  man  instead  of  a  monk?  No:  God's  ways  are  ever,  ways  of 
wisdom  and  truth;  but  Satan  has,  in  all  ages,  continued  to  put 
darkness  for  light — sophistry  and  cant,  for  knowledge  and  truth 
— cunning  and  verbiage,  for  wisdom  and  virtue — tyranny  and 
outrage,  for  government  aud  law — and  to  fill  the  world  with 
brute  muscles  and  bones,  in  one  class — luxurious,  insolent  and 
useless  nerves  and  brains,  in  another  class,  without  either  bodies 
or  souls,  and  to  call  the  process  by  which  the  result,  in  the  latter 
case,  is  readied,  education.  And  from  the  possibility  of  such  an 
education  as  this,  God  has,  in  his  mercy,  hitherto  sheltered  his 
defenseless  poor.  And  if  such  hot-bed  processes  are,  alone,  to  be 
dignified  with  the  name  of  education,  then,  it  is  clearly  impossible 
that  the  laboring  classes  should  ever  be  educated;  God  has  inter- 
dicted it.  Or,  even  if  no  other  system  of  education  is  ever  to  be 
devised,  or  attempted,  except  that  alone  which  is  most  fit  for  the 
professional  and  military  man,  it  is  equally  clear  that  this  can- 
not be  made  available  to  any  considerable  portion  of  the  industrial 
classes. 


(60) 


61 

But  the  idea  lias  got  abroad  in  the  world,  that  some  practical, 
liberal  system  of  education  for  the  industrial  classes,  suited  at 
once  to  their  circumstances  and  their  wants,  can  be  devised,  and 
this  idea  is  not  likely  soon  to  be  stopped;  it  seems  to  work  beneath 
the  surface  of  human  thought  with  the  energy  of  a  volcanic  fire, 
and  we  think  it  will  soon  burst  forth,  into  an  out-birth  to  purify 
what  is  good,  and  overwhelm  and  annihilate  whatever  there  may 
be  that  is  evil  in  our  present  educational  ideas  and  processes. 

In  order  to  excite  a  proper  interest  in  this  department  of 
education,  the  public  are  already  aware  that  several  conventions 
have  been  held  in  this  State. 

The  first  convention  was  held  at  Granville,  Putnam  County, 
November  18th,  1851. 

The  report  of  the  convention  Avas,  in  due  time,  published  by 
the  committee  and  presented  to  the  public.  It  has  since  been 
reprinted,  and  commented  upon  in  nearly  all  the  leading  agricul- 
tural and  horticultural  journals  of  the  several  States,  and  espe- 
cially those  of  the  North  and  West.  It  was  also  copied  into  the 
patent  office  reports  at  Washington,  and  has  received  the  favora- 
ble regard  of  nearly  all  the  leading  minds  in  the  agricultural  and 
mechanical  classes,  and  their  associations  and  institutes  through- 
out the  Union.  While  great  numbers  of  addresses,  resolutions, 
reports,  and  newspapers  and  periodical  articles — all  aiming  to 
elucidate  the  same  general  idea,  have  been  presented  to  the  public, 
in  all  parts  of  the  Union,  showing  that  this  is  the  great  felt  want  of 
the  mind  and  heart  of  the  nation. 

This  report  was  as  follows: 

Proceedings 

OF  THE 

Farmers^  Convention  at  Granville 
Held  November  18,  1851. 


In  accordance  with  previous  notices,  a  convention  of  farmers 
was  held  at  Granville,  Putnam  County,  on  Tuesday  the  18th  day 
of  November,  1851.  The  attendance  was  quite  large,  and  from 
various  parts  of  the  State. 

(6i) 


62 

The  convention  organized  by  appointing  Hon.  Oaks  Turner, 
of  Hennepin,  Chairman  pro  tern.,  and  Mr.  M.  Osinan,  of  Ottawa, 
Secretary  pro  tern. 

Mr.  Ralph  Ware  moved  that  a  committee  of  three  be  ap- 
pointed by  the  chair  to  nominate  permanent  officers  for  the  con- 
vention; which  was  agreed  to;  whereupon  the  chair  appointed 
Messrs.  Ralph  Ware,  John  Hise  and  Sidney  Pulsifer  said  com- 
mittee. 

The  committee,  after  a  few  minutes  absence,  returned  and 
reported  the  following  persons  as  permanent  officers  of  the  con- 
vention : 

Hon.  Oaks  Turner,  President. 

Hon.  Wm.  Reddick,  of  Ottawa,  and  Prof.  J.  B.  Turner,  of 
Jacksonville,  Vice-Presidents. 

Mr.  M.  Osman,  Recording  Secretary. 

Mr.  Ralph  Ware,  of  Granville,  Corresponding  Secretary, 

On  motion  the  report  was  adopted  and  the  committee  dis- 
charged. 

The  President  then  stated  that  he  was  not  fully  advised  as 
to  the  real  objects  of  the  convention,  and  suggested  some  one  bet- 
ter qualified  should  make  them  known. 

Mr.  Ware  then  stated  that,  according  to  the  call,  they  had 
met  to  take  into  consideration  such  measures  as  might  be  deemed 
most  expedient  to  further  the  interests  of  the  agricultural  com- 
munity, and  particularly  to  take  steps  towards  the  establishment 
of  an  Agricultural  University. 

On  motion  of  Mr.  Greble,  a  committee  of  three  was  appointed 
to  report  business  upon  which  the  convention  should  act.  The 
committee  consisted  of  Mr.  John  Greble,  Prof.  J.  B.  Turner,  and 
Mr.  Lewis  Weston. 

During  the  absence  of  this  committee,  short  addresses  were 
delivered  by  Messrs.  Hise,  Greble,  Ware  and  others. 

The  committee  returned  and  stated  that  they  would  not  be 
fully  prepared  to  report  before  evening;  and  suggested  that  the 
afternoon  be  devoted  to  a  general  discussion  of  such  subjects, 
pertaining  to  agriculture,  as  might  present  themselves. 


(62) 


G3 

A  lively  discussion  was  then  commenced  on  various  subjects, 
in  which  Powell,  of  Mt.  Palatine,  Butler,  of  Spoon  River,  Greble, 
of  Putnam  County,  Weston,  of  LaSalle  County,  Gilmer,  of  Gran- 
ville, Reddick,  of  Ottawa,  and  others  participated. 

After  which  the  convention  adjourned  until  half  past  six 
o'clock  in  the  evening. 


Evening  Session. 

The  convention  was  called  to  order  by  the  chairman. 

Prof.  Turner,  as  chairman  of  the  Committee  on  Business, 
reported  the  following  resolutions  for  the  future  action  of  the 
convention : 

Resolved,  That  we  greatly  rejoice  in  the  degree  of  perfection  to  which  our 
various  institutions,  for  the  education  of  our  brethren  engaged  in  professional, 
scientific,  and  literary  pursuits,  have  already  attained,  and  in  the  mental  and 
moral  elevation  which  those  institutions  have  given  them,  and  their  consequent 
preparation  and  capacity  for  the  great  duties  in  the  spheres  of  life  in  which  they  are 
engaged;  and  that  we  will  aid  in  all  ways  consistent,  for  the  still  greater  perfection 
of.  such  institutions. 

Resolved,  That  as  the  representatives  of  the  industrial  classes,  including  all 
cultivators  of  the  soil,  artisans,  mechanics  and  merchants,  we  desire  the  same 
privileges  and  advantages  for  ourselves,  our  fellows  and  our  posterity,  in  each  of 
the  several  pursuits  and  callings,  as  our  professional  brethren  enjoy  in  theirs ; 
and  we  admit  that  it  is  our  own  fault  that  we  do  not  also  enjoy  them. 

Resolved,  That,  in  our  opinion,  the  institutions  originally  and  primarily 
designed  to  meet  the  wants  of  the  professional  classes  as  such,  cannot,  in  the  nature 
of  things,  meet  ours,  no  more  than  the  institutions  we  desire  to  establish  for  our- 
selves could  meet  theirs.     Therefore, 

Resolved,  That  we  take  immediate  measures  for  the  establishment  of  a 
University,  in  the  State  of  Illinois,  expressly  to  meet  those  felt  wants  of  each  and 
all  the  industrial  classes  of  our  State ;  that  we  recommend  the  foundation  of  high 
schools,  lyceums,  institutes,  &c,  in  each  of  our  counties,  on  similar  principles,  so 
soon  as  they  may  find  it  practicable  so  to  do. 

Resolved,  That  in  our  opinion  such  institutions  can  never  impede,  but  must 
greatly  promote,  the  best  interests  of  all  those  existing  institutions. 

After  reading  the  above  resolutions,  Prof.  Turner  proceeded, 
in  an  able  and  interesting  manner,  to  unfold  his  plan  for  the 
establishment  and  maintenance  of  the  Industrial  University. 

The  convention  then  adjourned  till  9  o'clock  tomorrow 
morning. 

(63) 


64 

Wednesday  Morning,  Nov.  lit. 

Met  pursuant  to  adjournment. 

On  motion,  the  resolutions  were  again  taken  up  and  read, 
and,  after  some  deliberation,  severally  adopted. 
Mr.  Hise  offered  the  following  resolutions: 

Resolved,  That  we  approve  of  the  general  plan  for  an  Illinois  State  Uni- 
versity for  the  Industrial  Classes,  presented  by  Prof.  J.  B.  Turner,  and  request  him 
to  furnish  the  outlines  of  his  plan,  presented  to  this  Convention,  to  the  Committee 
of  Publication,  for  publication  in  the  Prairie  Farmer,  and  all  other  papers  in  this 
State  which  will  publish  the  same ;  and  that  one  thousand  copies  be  published 
in  pamphlet  form  for  gratuitous  distribution. 

Resolved,  That  W.  A.  Pennell,  M.  Osman,  L.  L.  Bullock  and  Ralph  Ware, 
be  a  Committee  of  Publication. 

Resolved,  That  the  Committee  on  Publication  forward  to  each  editor  in  every 
county  in  the  State  a  copy  of  the  publications  of  this  convention,  with  a  request  that 
they  should  republish  the  same ;  and,  also,  send  a  copy  to  our  Governor.  Senators 
and  Representatives  and  State  Officers,  and  to  all  others  who  may  be  interested 
in    the   same. 

Resolved,  That  each  member  of  this  convention  do  all  in  his  power  to  pro- 
mote the  circulation  and  reading  of  the  above  publications,  and  through  this  and 
other  means,  to  secure,  as  far  as  practicable,  speakers  to  lecture  on  the  subject  in 
each  of  the  counties  in  the  State. 

Resolved,  That  Messrs.  J.  B.  Turner  and  Marcus  Morton,  of  Morgan  County ; 
James  McConnell,  Elijah  lies,  and  David  L.  Gregg,  of  Sangamon  Co.;  John  Davis, 
of  Decatur;  John  Woods,  of  Quincy;  John  Hise,  of  LaSalle  Co.;  Aaron  Shaw,  of 
Lawrence  Co. ;  John  Dougherty,  of  Union  Co. ;  L.  S.  Pennington,  of  Whiteside 
Co. :  W.  J.  Phelps,  of  Elm  Wood,  Peoria  Co. ;  and  Dr.  Ames,  of  Winnebago  Co., 
be  a  Central  Committee  to  call  a  State  Convention,  to  meet  at  Springfield  at  an 
early  hour  of  the  next  session  of  the  Legislature,  or  at  such  other  time  and  place 
as  they  and  the   friends  of   the  cause  may  deem  most   expedient. 

Resolved,  That  this  Convention  earnestly  solicit  the  Governor  of  this  State 
to  enumerate  in  the  call  for  an  extra  session  of  the  Legislature,  should  one  be 
held  before  the  next  regular  session,  the  objects  of  this  convention  in  the  estab- 
lishment of  an  Industrial  University,  as  business  to  be  acted  upon  by  that  body 
at  that  time. 

Resolved,  That  a  memorial  and  petitions  be  prepared  and  furnished  by  the 
publishing  Committee  for  the  purpose  of  petitioning  the  Legislature  upon  this 
subject. 

During  the  discussion  of  these  resolutions  the  Convention 
adjourned  till  1  o'clock  P.  M. 


(64) 


65 

Afternoon  Session. 

Met  pursuant  to  adjournment, 

Mr.  Hise's  resolutions  were  again  taken  up  and  severally 
passed. 

Mr.  Loffiin  introduced  the  following  resolution,  which  was 
adopted. 

Resolved,  That  we  earnestly  solicit  the  people  of  this  State  to  meet  in  their 
primary  assemblies  and  discuss  the  objects  of  this  convention  as  shall  be  made 
known  by  our  published  proceedings,  and  join  with  us  in  asking  the  Legislature  to 
grant  to  the  people  of  this  State,  the  fund  which  belongs  to  them,  to  aid  them  in 
establishing  an  institute  for  the  industrial  classes  of  this  State,  insead  of  dividing 
that  fund  among  the  different  colleges,  now  in  the  State,  as  contemplated  by  those 
institutions. 

In  compliance  with  a  request  made  by  Mr.  Thomas  Ware,  and 
others,  Prof.  Turner  gave  a  short  history  of  a  number  of  experi- 
ments he  had  made  in  reference  to  the  blight  upon  fruit  trees. 

The  Convention  then  adjourned  sine  die. 

Oaks  Turner,  Pres't, 
M.  Osman,  Sec'y. 

PLAN    FOR    AN    INDUSTRIAL    UNIVERSITY    FOR    THE 

STATE  OF  ILLINOIS. 

To  the  Committee  of  Publication  of  the  Granville  Convention: 

Gentlemen: — I  have  endeavored  to  prepare  an  outline  of 
my  views  of  an  Industrial  University  for  the  State  of  Illinois,  as 
perfectly  as  the  short  time  allowed  me,  and  my  own  feeble  health 
would  permit.  Notwithstanding  my  total  inability  to  do  justice  to 
the  subject,  I  trust  you  may  find  it  useful  in  directing  the  mind 
of  the  people  of  this  State  to  the  most  important  interest  ever 
proposed  for  their  consideration,  and  in  eliciting  from  them  an 
early  and  intelligent  expression  of  their  views  and  wishes  in 
regard  to  it. 

I  have  the  honor  to  be,  gentlemen,  most  respectfully  yours, 

J.  B.  Turner. 

Jacksonville,  November,  1851. 


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66 

All  civilized  society  is,  necessarily,  divided  into  two  distinct 
co-operative,  not  antagonistic,  classes: — a  small  class,  whose 
proper  business  it  is  to  teach  the  true  principles  of 
religion,  law,  medicine,  science,  art,  and  literature;  and 
a  much  larger  class,  who  are  engaged  in  some  form  of 
labor  in  agriculture,  commerce,  and  the  arts.  For  the 
sake  of  convenience,  we  will  designate  the  former  the  PROFES- 
SIONAL, and  the  latter  the  INDUSTRIAL  class;  not  implying 
that  each  may  not  be  equally  industrious;  the  one  in  their  intel- 
lectual, the  other  in  their  industrial  pursuits.  Probably,  in  no 
case  would  society  ever  need  more  than  five  men  out  of  one 
hundred  in  the  professional  class,  leaving  ninety-five  in  every 
hundred  in  the  industrial ;  and,  so  long  as  so  many  of  our  teachers 
and  public  men  are  taken  from  the  industrial  class,  as  there  are  at 
present,  and  probably  will  be  for  generations  to  come,  we  do  not 
really  need  over  one  professional  man  for  every  hundred,  leaving 
ninetv-nine  for  the  industrial  class. 

The  vast  difference,  in  the  practical  means,  of  an  APPRO- 
PRIATE LIBERAL  EDUCATION,  suited  to  their  wants  and 
their  destiny,  which  these  two  classes  enjoy,  and  ever  have  en- 
joyed the  world  over,  must  have  arrested  the  attention  of  every 
thinking  man.  True,  the  same  general  abstract  science  exists  in 
the  world  for  both  classes  alike;  but  the  means  of  bringing  this 
abstract  truth  into  effectual  contact  with  the  daily  business  and 
pursuits  of  the  one  class  does  exist,  while  in  the  other  case  it  does 
not  exist,  and  never  can  till  it  is  new  created. 

The  one  class  have  schools,  seminaries,  colleges,  universities, 
apparatus,  professors,  and  multitudinous  appliances  for  edu- 
cating and  training  them  for  months  and  years,  for  the  peculiar 
profession  which  is  to  be  the  business  of  their  life;  and  they  have 
already  created,  each  class  for  its  own  use,  a  vast  and  voluminous 
literature,  that  would  well  nigh  sink  a  whole  navy  of  ships. 

But  where  are  the  universities,  the  apparatus,  the  professors 
and  the  literature,  specifically  adapted  to  any  one  of  the  industrial 
classes?  Echo  answers,  where?  In  other  words,  society  has  be- 
come, long  since,  wise  enough  to  know  that  its  TEACHERS  need 
to  be  educated;  but  it  has  not  yet  become  wise  enough  to  know 

(66) 


67 

that  its  WORKERS  need  education  just  as  much.  In  these  re- 
marks I  have  not  forgotten  that  our  common  schools  are  equally 
adapted  and  applied  to  all  classes;  but  reading,  writing,  &c,  are, 
properly,  no  more  education  than  gathering  seed  is  agriculture, 
or  cutting  ship-timber  navigation.  They  are  the  mere  rudiments, 
as  they  are  called,  or  means,  the  mere  instrument  of  an  after 
education,  and  if  not  so  used  they  are,  and  can  be,  of  little  more 
use  to  the  professor  than  an  axe  in  the  garret  or  a  ship  rotting 
upon  the  stocks. 

Nor  am  I  unmindful  of  the  efforts  of  the  monarchs  and  aris- 
tocrats of  the  old  world  in  founding  schools  for  the  "fifteenth 
cousins"  of  their  order,  in  hopes  of  training  them  into  a  sort  of 
genteel  farmers,  or  rather  overseers  of  farmers;  nor  yet,  of  the 
several  "back  fires"  (as  the  Prairie  Farmer  significantly  designates 
them)  set  by  some  of  our  older  professional  institutions,  to  keep 
the  rising  and  blazing  thought  of  the  industrial  masses  from  burn- 
ing too  furiously.  They  have  hauled  a  canoe  alongside  of  their 
huge  professional  steamships  and  invited  all  the  farmers  and 
mechanics  of  the  State  to  jump  on  board  and  sail  with  them;  but 
the  difficulty  is,  they  will  not  embark.  But  we  thank  them  even 
for  this  pains  and  courtesy.  It  shows  that  their  hearts  are  yearn- 
ing toward  us,  notwithstanding  the  ludicrous  awkwardness  of 
their  first  endeavors  to  save  us. 

But  an  answer  to  two  simple  questions  will  perhaps  suf- 
ficiently indicate  our  ideas  of  the  whole  subject,  though  that 
answer,  on  the  present  occasion,  must  necessarily  be  confined 
to  a  bare  outline.    The  first  question,  then,  is  this : 

I.  What  Do  the  Industrial  Classes  WantF 

II.  How  Can  that  Want  Be  Supplied  ? 

The  first  question  may  be  answered  in  few  words.  They 
want,  and  they  ought  to  have,  the  same  facilities  for  under- 
standing the  true  philosophy — the  science  and  the  art  of  their 
several  pursuits,  (their  life-business),  and  of  efficiently  applying 
existing  knowledge  thereto  and  widening  its  domain,  which  the 
professional  classes  have  long  enjoyed  in  their  pursuits. — Their 
first  labor  is  therefore,  to  supply  a  vacuum  from  fountains 
already  full,  and  bring  the  living  waters  of  knowledge  within 

(67) 


68 

their  own  reach.  Their  second  is,  to  help  fill  the  fountains  with 
still  greater  supplies.  They  desire  to  depress  no  institution,  no 
class  whatever;  they  only  wish  to  elevate  themselves  and  their 
pursuits  to  a  position  in  society  to  which  all  men  acknowledge 
they  are  justly  entitled,  and  to  which  they  also  desire  to  see 
them  aspire. 

II.     How  Then  Can  that  Want  be  Supplied? 

In  answering  this  question,  I  shall  endeavor  to  present,  with 
all  possible  frankness  and  clearness,  the  outline  of  impressions 
and  convictions  that  have  been  gradually  deepening  in  my  own 
mind,  for  the  past  twenty  years,  and  let  them  pass  for  whatever  the 
true  friends  of  the  cause  may  think  them  worth. 

And  I  answer,  first,  negatively,  that  this  want  cannot  be 
supplied  by  any  of  the  existing  institutions  for  the  professional 
classes,  nor  by  any  incidental  appendage  attached  to  them  as  a 
mere  secondary  department. 

These  institutions  were  designed  and  adapted  to  meet  the 
wants  of  the  professional  classes,  as  such — especially  the  clerical 
order;  and  thev  are  no  more  suited  to  the  real  wants  of  the 
industrial  class  than  the  institution  we  propose  for  them,  would 
be  suited  to  the  professional  class. 

Their  whole  spirit  and  aim  is,  or  should  be,  literary  and 
intellectual —  not  practical  and  industrial;  to  make  men  of 
books  and  ready  speech — not  men  of  work,  and  industrial,  silent 
thought.  But,  the  verv  best  classical  scholars  are  often  the  verv 
worst  practical  reasoners;  and  that  they  should  be  made  work- 
ers is  contrary  to  the  nature  of  things — the  fixed  laws  of  God. 
The  whole  interest,  business,  and  destiny  for  life  of  the  two 
classes,  run  in  opposite  lines;  and  that  the  same  course  of  study 
should  be  equally  well  adapted  to  both,  is  as  utterly  impossible 
as  that  the  same  pursuits  and  habits  should  equally  concern  and 
benefit  both  classes. 

The  industrial  classes  know  and  feel  this,  and  therefore  they 
do  not,  and  will  not,  patronize  these  institutions,  only  so  far  forth 
as  they  desire  to  make  professional  men  for  public  use.  As  a 
general  fact,  their  own  multitudes  do,  and  will  forever,  stand 
aloof  from   them;  and,  while  they  desire  to  foster  and  cherish 

(68) 


69 

them  for  their  own  appropriate  uses,  they  know  that  they  do  not, 
and  cannot,  fill  the  sphere  of  their  own  urgent  industrial  wants. 
They  need  a  similar  system  of  liberal  education  for  their  own 
class,  and  adapted  to  their  own  pursuits;  to  create  for  them  an 
Industrial  Literature,  adapted  to  their  professional  wants,  to 
raise  up  for  them  teachers  and  lecturers,  for  subordinate  insti- 
tutes, and  to  elevate  them,  their  pursuits,  and  their  posterity  to 
that  relative  position  in  human  society  for  which  God  designed 
them. 

The  whole  history  of  education,  both  in  Protestant  and 
Catholic  countries,  shows  that  we  must  begin  with  the  higher 
institutions,  or  we  can  never  succeed  with  the  lower;  for  the 
plain  reason,  that  neither  knowledge  nor  water  will  run  up  hill. 
No  people  ever  had,  or  ever  can  have,  any  system  of  common 
schools  and  lower  seminaries  worth  anything,  until  they  first 
founded  their  higher  institutions  and  fountains  of  knowledge 
from  which  they  could  draw  supplies  of  teachers,  &c,  for  the 
lower.  We  would  begin,  therefore,  where  all  experience  and 
common  sense  show  that  we  must  begin,  if  we  would  effect  any- 
thing worthy  of  an  effort. 

In  this  view. of  the  case,  the  first  thing  wanted  in  this  process, 
is  a  National  Institute  of  Science,  to  operate  as  the  great 
central  luminary  of  the  national  mind,  from  which  all  minor 
institutions  should  derive  light  and  heat,  and  toward  which  they 
should,  also,  reflect  back  their  own.  This  primary  want  is 
already,  I  trust,  supplied  by  the  Smithsonian  Institute,  endowed 
by  James  Smithson,  and  incorporated  by  the  U.  S.  Congress,  at 
Washington,  D.  C. 

To  co-operate  with  this  noble  Institute,  and  enable  the  Indus- 
trial classes  to  realize  its  benefits  in  practical  life,  we  need  a 
University  for  the  Industrial  Classes  in  each  of  the  States,  with 
their  consequent  subordinate  institutes,  lyceums,  and  high 
schools,  in  each  of  the  counties  and  towns. 

The  objects  of  these  institutes  should  be  to  apply  existing 
knowledge  directly  and  efficiently  to  all  practical  pursuits  and 
professions  in  life,  and  to  extend  the  boundaries  of  our  present 
knowledge  in  all  possible  practical  directions. 

(69) 


70 

PLAN  FOR  THE  STATE  UNIVERSITY. 

There  should  be  connected  with  such  an  institution,  in  this 
State,  a  sufficient  quantity  of  land  of  variable  soil  and  aspect, 
for  all  its  needful  annual  experiments  and  processes  in  the  great 
interests  of  Agriculture  and  Horticulture. 

Buildings  of  appropriate  size  and  construction  for  all  ordi- 
nary and  special  uses;  a  complete  philosophical,  chemical, 
anatomical,  and  industrial  apparatus;  a  general  cabinet,  embrac- 
ing everything  that  relates  to,  illustrates,  or  facilitates  any  one 
of  the  industrial  arts;  especially  all  sorts  of  animals,  birds,  rep- 
tiles, insects,  trees,  shrubs,  and  plants  found  in  this  State  and 
adjacent  States. 

Instruction  should  be  constantly  given  in  the  anatomy  and 
physiology,  the  nature,  instincts  and  habits  of  all  animals,  in- 
sects, trees  and  plants;  their  laws  of  propagation,  primogeniture, 
growth  and  decay,  disease  and  health,  life  and  death;  on  the  na- 
ture, composition,  adaptation,  and  regeneration  of  soils ;  on  the  na- 
ture, strength,  durability,  preservation,  perfection,  composition, 
cost,  use,  and  manufacture  of  all  materials  of  art  and  trade ;  on  po- 
litical, financial,  domestic,  and,  manual  economy,  (or  the  saving  of 
labor  of  the  hand),  in  all  industrial  processes;  on  the  true  princi- 
ples of  national,  constitutional,  and  civil  law ;  and  the  true  theory 
and  art  of  governing  and  controlling,  or  directing  the  labor  of 
men  in  the  State,  the  family,  shop,  and  farm;  on  the  laws  of 
vicinage,  or  the  laws  of  courtesy  and  comity  between  neighbors, 
as  such,  and  on  the  principles  of  health  and  disease  in  the  human 
subject,  so  far  at  least  as  is  needful  for  household  safety;  on  the 
laws  of  trade  and  commerce,  ethical,  conventional,  and  practical; 
on  bookkeeping  and  accounts;  and  in  short,  in  all  those  studies 
and  sciences,  of  whatever  sort,  which  tend  to  throw  light  upon 
any  art  or  employment,  which  any  student  may  desire  to  master, 
or  upon  any  duty  he  may  be  called  to  perforin ;  or  which  may  tend 
to  secure  his  moral,  civil,  social  and  industrial  perfection,  as  a 
man. 

No  species  of  knowledge  should  be  excluded,  practical  or  the- 
oretical ;  unless,  indeed,  those  specimens  of  "organized  ignor- 
ance"  found   in  the  creeds  of  party   politicians,   and   sectarian 

(70 


ecclesiastics    should    be    mistaken    by    some    for    a    species     of 
knowledge. 

Wliether  a  distinct  classical  department  should  be  added  or 
not,  would  depend  on  expediency.  It  might  be  deemed  best  to 
leave  that  department  to  existing  colleges  as  their  more  appro- 
priate work,  and  to  form  some  practical  and  economical  connec- 
tion with  them  for  that  purpose ;  or  it  might  be  best  to  attach  a 
classical  department  in  due  time  to  the  institution  itself. 

To  facilitate  the  increase  and  practical  application  and  dif- 
fusion of  knowledge,  the  professors  should  conduct,  each  in  his 
own  department,  a  continued  series  of  annual  experiments. 

For  example,  let  twenty  or  more  acres  of  each  variety  of 
grain,  '(each  acre  accurately  measured),  be  annually  sown,  with 
some  practical  variation  on  each  acre,  as  regards  the  quality  and 
preparation  of  the  soil,  the  kind  and  quantity  of  seed,  the  time 
and  mode  of  sowing  or  planting,  the  time  and  modes  and  pro- 
cesses of  cultivation  and  harvesting,  and  an  accurate  account  kept 
of  all  costs,  labor,  &c,  and  of  the  final  results.  Let  analoguous 
experiments  be  tried  on  all  the  varied  products  of  the  farm,  the 
fruit  yard,  the  nursery  and  the  garden ;  on  all  modes  of  crossing, 
rearing  and  fattening  domestic  animals,  under  various  degrees  of 
warmth  and  of  light,  with  and  without  shelter;  on  green,  dry, 
raw,  ground,  and  cooked  food,  cold  and  warm;  on  the  nature, 
causes,  and  cure  of  their  various  diseases,  both  of  those  on  the 
premises  and  of  those  brought  in  from  abroad,  and  advice  given, 
and  annual  reports  made  on  those  and  all  similar  topics.  Let 
the  professors  of  physiology  and  entomology  be  ever  abroad  at 
the  proper  seasons,  with  the  needful  apparatus  for  seeing  all 
things  visible  and  invisible,  and  scrutinizing  the  latent  causes 
of  all  those  blights,  blasts,  rots,  rusts  and  mildews  which  so 
often  destroy  the  choicest  products  of  industry,  and  thereby 
impair  the  health,  wealth  and  comfort  of  millions  of  our  fellow 
men.  Let  the  professor  of  chemistry  carefully  analyze  the  various 
soils  and  products  of  the  State,  retain  specimens,  give  instruc- 
tion, and  report  on  their  various  qualities,  adaptations,  and  de- 
ficiencies. 


(71) 


72 

Let  similar  experiments  be  made  in  all  other  interests  of 
agriculture  and  mechanic  or  chemical  art,  mining,  merchandise 
and  transportation  by  water  and  by  land,  and  daily  practical  and 

experimental  instruction  given  t<>  each  student  in  attendance  in 
his  own  chosen  sphere  of  research  or  labor  in  life.    Especially  let 

the  comparative  merits  of  all  labor  saving  tools,  instruments, 
machines,  engines  and  processes,  be  thoroughly  and  practically 
tested  and  explained,  so  that  their  benefits  might  be  at  once 
enjoyed,  or  the  expense  of  their  cost  avoided  by  the  unskillful 
and  unwary. 

It  is  believed  by  many  intelligent  men,  that  from  one-third  to 
one-half  the  annual  products  of  this  State  are  annually  lost  by 
ignorance  on  the  above  topics.  And  it  can  scarcely  be  doubted 
that  in  a  few  years  the  entire  cost  of  the  whole  Institution  would 
be  annually  saved  to  the  State  in  the  above  interests  alone,  aside 
from  all  its  other  benefits,  intellectual,  moral,  social,  and  pe- 
cuniary. 

The  Apparatus  required  for  such  a  work  is  obvious.  There 
should  be  grounds  devoted  to  a  botanical  and  common  garden, 
to  orchards  and  fruit  yards,  to  appropriate  lawns  and  prome- 
nades, in  which  the  beautiful  art  of  landscape  gardening  could 
be  appropriately  applied  and  illustrated,  to  all  varieties  of  pas- 
ture, meadow,  anl  tillage  needful  for  the  successful  prosecution 
of  the  needful  annual  experiments.  And  on  these  grounds  should 
be  collected  and  exhibited  a  sample  of  every  variety  of  domestic 
animal,  and  of  every  tree,  plant,  and  vegetable  that  can  minister 
to  the  health,  wealth,  or  taste  and  comfort  of  the  people  of  the 
State;  their  nature,  habits,  merits,  production,  improvement, 
culture,  diseases,  and  accidents  thoroughly  scrutinized,  tested, 
and  made  known  to  the  students  and  to  the  people  of  the  State. 

There  should,  also,  be  erected  a  sufficient  number  of  build- 
ings and  out-buildings  for  all  the  purposes  above  indicated,  and  a 
Repository,  in  which  all  the  ordinary  tools  and  implements  of 
the  institution  should  be  kept,  and  models  of  all  other  useful  im- 
plements and  machines  from  time  to  time  collected,  and  tested 
as  they  are  proffered  to  public  use.  At  first  it  would  be  for  the 
interest  of  inventors  and  vendors  to  make  such  deposits.     But, 

(72) 


73 

should  similar  institutions  be  adopted  iu  other  States,  the  gen- 
eral government  ought  to  create  in  each  State  a  general  patent 
office,  attached  to  the  Universities,  similar  to  the  existing  depos- 
its at  Washington,  thus  rendering  this  department  of  mechanical 
art  and  skill  more  accessible  to  the  great  mass  of  the  people  of 
the  Union. 

I  should  have  said,  also,  that  a  suitable  industrial  library 
should  be  at  once  procured,  did  not  all  the  world  know  such  a 
thing  to  be  impossible,  and  that  one  of  the  first  and  most  import- 
ant duties  of  the  professors  of  such  institutions  will  be  to  begin 
to  create,  at  this  late  hour,  a  proper  practical  literature,  and 
series  of  text  books  for  the  industrial  classes. 

As  regards  the  Professors,  they  should,  of  course,  not  only 
be  men  of  the  most  eminent,  practical  ability  in  their  several 
departments,  but  their  connexion  with  the  institution  should  be 
rendered  so  fixed  and  stable,  as  to  enable  them  to  carry  through 
such  designs  as  they  may  form,  or  all  the  peculiar  benefits  of  the 
system  would  be  lost. 

Instruction,  by  lectures  and  otherwise,  should  be  given 
mostly  in  the  colder  months  of  the  year;  leaving  the  professors 
to  prosecute  their  investigations,  and  the  students  their  neces- 
sary labor,  either  at  home  or  on  the  premises,  during  the  warmer 
months. 

The  institution  should  be  open  to  all  classes  of  students 
above  a  fixed  age,  and  for  any  length  of  time,  whether  three 
months  or  seven  years,  and  each  taught  in  those  particular 
branches  of  art  which  he  wishes  to  pursue,  and  to  any  extent, 
more  or  less.  And  all  should  pay  their  tuition  and  board  bills, 
in  whole  or  in  part,  either  in  money  or  necessary  work  on  the 
premises — regard  being  had  to  the  ability  of  each. 

Among  those  who  labor,  medals  and  testimonials  of  merit 
should  be  given  to  those  who  perform  their  tasks  with  most 
promptitude,  energy,  care  and  skill;  and  all  who  prove  indolent 
or  ungovernable,  excluded  at  first  from  all  part  in  labor,  and 
speedily,  if  not  thoroughly  reformed,  from  the  institution  itself; 
and  here  again  let  the  law  of  nature  instead  of  the  law  of  rakes 
and  dandies  be  regarded,  and  the  true  impression  ever  made  on 

(73) 


74 

i  he  mind  of  all  around,  that  work  Alone  Is  Honorable,  and  indo- 
lence certain  disgrace  if  not  ruin. 

At  some  convenient  season  of  the  year,  the  Commencement, 
or  Annual  Fair  of  the  Universit}^,  should  be  holden  through  a 
succession  of  days.  On  this  occasion  the  doors  of  the  institution, 
with  all  its  treasures  of  art  and  resources  of  knowledge,  should  be 
thrown  open  to  all  classes,  and  as  many  other  objects  of  agricul- 
tural or  mechanical  skill,  gathered  from  the  whole  state,  as  possi- 
ble, and  presented  by  the  people  for  inspection  and  premium  on  the 
best  of  each  kind;  judgment  being  rendered,  in  all  cases,  by  a 
committee  wholly  disconnected  with  the  institution.  On  this 
occasion,  all  the  professors,  and  as  many  of  the  pupils  as  are 
sufficiently  advanced,  should  be  constantly  engaged  in  lecturing 
and  explaining  the  divers  objects  and  interests  of  their  depart- 
ments. In  short,  this  occasion  should  be  made  the  great  annual 
Gala-Day  of  the  Institution,  and  of  all  the  industrial  classes, 
and  all  other  classes  in  the  State,  for  the  exhibition  of  their  pro- 
ducts and  their  skill  and  for  the  vigorous  and  powerful  diffusion 
of  practical  knowledge  in  their  ranks,  and  a  more  intense  enthu- 
siasm in  its  extension  and  pursuit. 

As  matters  now  are,  the  world  has  never  adopted  any  efficient 
means  for  the  application  and  diffusion  of  even  the  practical 
knowledge  which  does  exist.  True,  we  have  fairly  got  the  primer, 
the  spelling  book,  and  the  newspaper  abroad  in  the  world,  and  we 
think  that  we  have  done  wonders ;  and  so,  comparatively,  we  have. 
But  if  this  is  a  wonder,  there  are  still  not  only  wonders,  but,  to 
most  minds,  inconceivable  miracles,  from  new  and  unknown 
worlds  of  light,  soon  to  break  forth  upon  the  industrial  mind  of 
the  world. 

Here,  then,  is  a  general,  though  very  incomplete,  outline  of 
what  such  an  institution  should  endeavor  to  become.  Let  the 
reader  contemplate  it  as  it  will  appear  when  generations  have 
perfected  it,  in  all  its  magnificance  and  glory ;  in  its  means  of  good 
to  man,  to  all  men  of  all  classes :  in  its  power  to  evolve  and  diffuse 
practical  knowledge  and  skill,  true  taste,  love  of  industry,  and 
sound  morality — not  only  through  its  apparatus,  experiments, 
instructions,  and  annual  lectures  and  reports,  but  through  its 

(74) 


7r, 

thousands  of  graduates,  in  every  pursuit  of  life,  teaching  and 
lecturing  in  all  our  towns  and  villages ;  and  then  let  him  seriously 
ask  himself,  is  not  such  an  object  worthy  of  at  least  an  effort, 
and  worthy  of  a  state  which  God  himself,  in  the  very  act  of  cre- 
ation, designed  to  be  the  first  agricultural  and  commercial  state 
on  the  face  of  the  globe? 

Who  should  set  the  world  so  glorious  an  example  of  educating 
their  sons  worthily  of  their  heritage,  their  duty,  and  their  destiny, 
if  not  the  people  of  such  a  state?  In  our  country  we  have  no 
aristocracy,  with  the  inalienable  wealth  of  ages  and  constant 
leisure  and  means  to  perform  all  manner  of  useful  experiments 
for  their  own  amusement ;  but  we  must  create  our  nobility  for 
this  purpose,  as  we  elect  our  rulers,  from  our  own  ranks,  to  aid 
and  serve,  not  to  domineer  over  and  control  us.  And  this  done, 
we  will  not  only  beat  England,  but  beat  the  world  in  yachts,  and 
locks,  and  reapers,  but  in  all  else  that  contributes  to  the  well 
being  and  true  glory  of  man. 

I  maintain  that,  if  everv  farmer's  and  mechanic's  son  in  this 
state  could  now  visit  such  an  institution  but  for  a  single  dav 
in  the  year,  it  would  do  him  more  good  in  arousing  and  directing 
the  dormant  energies  of  mind,  than  all  the  cost  incurred,  and  far 
more  good  than  many  a  six  months  of  professed  study  of  things 
he  will  never  need  and  never  want  to  know. 

As  things  now  are,  our  best  farmers  and  mechanics,  by  their 
own  native  force  of  mind,  by  the  slow  process  of  individual 
experience,  come  to  know,  at  forty,  what  they  might  have  been 
taught  in  six  months  at  twenty;  while  a  still  greater  number  of 
the  less  fortunate  or  less  gifted,  stumble  on  through  life,  almost  as 
ignorant  of  every  true  principle  of  their  art  as  when  they  begun. 
A  man  of  real  skill  is  amazed  at  the  slovenly  ignorance  and  waste 
he  everywhere  discovers,  on  all  parts  of  their  premises;  and  still 
more  to  hear  them  boast  of  their  ignorance  of  all  "bookfarming," 
and  maintain  that  "their  children  can  do  as  well  as  they  have 
done;"  and  it  certainly  would  be  a  great  pity  if  they  could  not. 

The  patrons  of  our  University  would  be  found  in  the  former, 
nor  in  the  latter  class.  The  man  whose  highest  conception  of 
earthly  bliss  is  a  log  hut,  in  an  uninclosed  yard,  where  pigs  of  two 

(75) 


76 

species  are  allowed  equal  rights,  unless  the  four-legged  tribe 
chance  to  gel  the  upper  hand,  will  be  found  no  patron  of  Indus- 
trial Universities.     Why  should  he  be?    He  knows  it  all  already. 

There  is  another  class  of  untaught  farmers  who  devote  all 
their  capital  and  hired  labor  to  the  culture,  on  a  large  scale,  of 
some  single  product,  which  always  pays  well  when  so  produced 
on  a  fresh  soil,  even  in  the  most  unskillful  hands.  Now  such  men 
often  increase  rapidly  in  wealth,  but  it  is  not  by  their  skill  in 
agriculture,  for  they  have  none;  their  skill  consists  in  the  man- 
agement of  capital  and  labor,  and,  deprive  them  of  these,  and  con- 
tine  them  to  the  varied  culture  of  a  small  farm,  and  they  would 
starve  in  five  years,  where  a  true  farmer  would  amass  a  small 
fortune.  This  class  are,  however,  generally,  the  last  friends  of 
education,  though  many  a  looker-on  will  cite  them  as  instances 
of  the  useless: less  of  acquired  skill  in  farming,  whereas  they 
should  cite  them  only  as  a  sample  of  the  resistless  power  of  capital 
even  in  comparatively  unskillful  hands. 

Such  institutions  are  the  only  possible  remedy  for  a  caste 
education,  legislation  and  literature.  If  any  one  class  provide  for 
their  own  liberal  education,  in  the  state,  as  they  should  do,  while 
another  class  neglect  this,  it  is  as  inevitable  as  the  law  of  gravi- 
tation, that  they  should  form  a  ruling  caste  or  class  by  themselves, 
and  wield  their  power  more  or  less  for  their  own  exclusive  inter- 
ests and  the  interests  of  their  friends. 

If  the  industrial  were  the  only  educated  class  in  the  state, 
the  caste  power  in  their  hands  would  be  as  much  stronger  <hau 
it  now  is,  as  their  numbers  are  greater.  But  now  industrial 
education  has  been  wholly  neglected,  and  the  various  industrial 
classes  left  still  ignorant  of  matters  of  the  greatest  moment  per- 
taining to  their  vital  interests,  while  the  professions  have  been 
studied  till  trifles  and  fooleries  have  been  magnified  into  matters 
of  immense  importance,  and  tornadoes  of  windy  words  and  bar- 
rels of  innocent  ink  shed  over  them  in  Arain. 

This,  too,  is  the  inevitable  result  of  trying  to  crowd  all  liberal, 
practical  education  into  one  narrow  sphere  of  human  life.  It 
crowds  their  ranks  with  men  totally  unfit  by  nature  for  profes- 
sional service.     Many  of  these,  under  a  more  congenial  culture, 

(76) 


77 

might  have  become,  instead  of  the  starving-  scavengers  of  a  learned 
profession,  the  honored  members  of  an  industrial  one.  Their 
love  of  knowledge  was  indeed  amiable  and  highly  commendable; 
but  the  necessity  which  drove  them  from  their  natural  sphere  in 
life,  in  order  to  obtain  it,  is  truly  deplorable. 

But  such  a  system  of  general  education  as  we  now  propose, 
would  (in  ways  too  numerous  now  to  mention)  tend  to  increase 
the  respectability,  power,  numbers,  and  resources  of  the  true 
professional  class. 

Nor  are  the  advantages  of  the  mental  and  moral  discipline 
of  the  student  to  be  overlooked;  indeed,  I  should  have  set  them 
down  as  most  important  of  all,  had  I  not  been  distinctly  aware 
that  such  au  opinion  is  a  most  deadly  heresy;  and  I  tremble  at 
the  thought  of  being  arraigned  before  the  tribunal  of  all  the 
monks  and  ecclesiastics  of  the  old  world,  and  no  small  number 
of  their  progeny  in  the  new. 

It  is  deemed  highly  important  that  all  in  the  professional 
classes  should  become  writers  and  talkers;  hence  they  are  so 
incessantly  drilled  in  all  the  forms  of  language,  dead  and  living, 
though  it  has  become  quite  doubtful  whether,  even  in  their  case 
such  a  course  is  most  beneficial,  except  in  the  single  case,  of  the 
professors  of  literature  and  theology,  with  whom  these  languages 
form  the  foundation  of  their  professions  and  the  indispensable 
instruments  of  their  future  life. 

No  inconsiderable  share,  however,  of  the  mental  discipline 
that  is  attributed  to  this  peculiar  course  of  study,  arises  from 
daily  intercourse,  for  years,  with  minds  of  the  first  order  in  their 
teachers  and  comrades,  and  would  be  produced  under  any  other 
course,  if  the  parties  had  remained  harmoniously  to- 
gether. On  the  other  hand,  a  classical  teacher,  who  has  no  orig- 
inal, spontaneous  power  of  thought,  and  knows  nothing  but  Latin 
and  Greek,  however  perfectly,  is  enough  to  stultify  a  whole  gen- 
eration of  boys  and  make  them  all  pedantic  fools  like  himself. 
The  idea  of  infusing  mind,  or  creating,  or  even  materially  increas- 
ing it  by  the  daily  inculcation  of  unintelligible  words — all 
this  awful  wringing  to  get  blood  out  of  a  turnip — will,  at  any 
rate,  never  succeed  except  in  the  hands  of  the  eminently  wise 

(77) 


78 

and  prudent,  who  have  had  long  experience  in  the  process;  the 
plain,  blunt  sense  of  the  unsophisticated  will  never  realize  cost 
in  the  operation.  There  are,  moreover,  probably,  few  men  who  do 
not  already  talk  more,  in  proportion  to  what  they  really  know, 
than  they  ought  to.  This  chronic  diarrhoea  of  exhortation,  which 
the  social  atmosphere  of  the  age  tends  to  engender,  tends  far  less 
to  public  health  than  many  suppose.  The  history  of  the  Quakers 
shows,  that  more  sound  sense,  a  purer  morality,  and  a  more 
elevated  practical  piety  can  exist,  and  does  exist,  entirely  without 
it,  than  is  commonly  found  with  it. 

At  all  events,  we  find,  as  society  becomes  less  conservative  and 
pedantic,  and  more  truly  and  practically  enlightened,  a  growing- 
tendency  of  all  other  classes,  except  the  literary  and  clerical,  to 
omit  this  supposed  linguistic  discipline,  and  apply  themselves 
directly  to  the  more  immediate  duties  of  their  calling ;  and,  aside 
from  some  little  inconvenience  at  first  in  being  outside  of  caste, 
that  they  do  not  succeed  quite  as  well  in  advancing  their  own 
interests  in  life  and  the  true  interests  of  society,  there  is  no 
sufficient  proof. 

Indeed  I  think  the  exclusive  and  extravagant  claims  set  up 
for  ancient  lore,  as  a  means  of  disciplining  the  reasoning  powers, 
simply  ridiculous,  when  examined  in  the  light  of  those  ancient 
worthies  who  produced  that  literature,  or  the  modern  ones  who 
have  been  most  devoted  to  its  pursuit  in  this  country  and  in 
Europe.  If  it  produces  infallible  practical  reasoners,  we  have  a 
great  many  thousand  infallible  antagonistic  truths,  and  ten 
thousand  conflicting  paths  of  right,  interest,  duty  and  salva- 
tion.— If  any  man  will  just  be  at  the  trouble  to  open  his  eyes  and 
ears,  he  can  perceive  at  a  glance  how  much  this  evasive  discipline 
really  does  and  has  done  for  the  reasoning  faculty  of  man,  and 
how  much  for  the  power  of  sophistical  cant,  and  stereotyped 
nonsense ;  so  that  if  obvious  facts,  instead  of  verbose  declamation, 
are  to  have  any  weight  in  the  case,  I  am  willing  to  join  issue 
with  the  opposers  of  the  proposed  scheme,  even  on  the  bare 
ground  of  its  superior  adaptation  to  develop  the  mental  power 
of  its  pupils. 


(73) 


79 

The  most  natural  and  effectual  mental  discipline  possible 
for  any  man,  arises  from  setting  him  to  earnest  and  constant 
thought  about  the  things  he  daily  does,  sees,  and  handles,  and 
all  their  connected  relations  and  interests.  The  final  object  to 
be  attained,  with  the  industrial  class,  is  to  make  them  Thinking 
Laborers;  while  of  the  professional  class  we  should  desire  to 
mjake  Laborious  Thinkers:  the  production  of  goods  to  feed 
and  adorn  the  body  being  the  final  end  of  one  class  of  pursuits, 
and  the  production  of  thought  to  do  the  same  for  the  mind,  the 
end  of  the  other. — But  neither  mind  nor  body  can  feed  on  the 
offals  of  preceding  generations.  And  this  constantly  recurring 
necessity  of  reproduction,  leaves  an  equally  honorable,  though 
somewhat  different,  career  of  labor  and  duty  open  to  both;  and, 
it  is  readily  admitted,  should  and  must  vary  their  modes  of 
education  and  preparation  accordingly. 

It  may  do  for  the  man  of  books  to  plunge  at  once  amid  the 
catacombs  of  buried  nations  and  languages,  to  soar  to  Greece, 
or  Rome,  or  Nova-Zembla,  Kamtschatka,  and  the  fixed  stars, 
before  he  knows  how  to  plant  his  own  beans,  or  harness  his  own 
horse,  or  can  tell  whether  the  functions  of  his  own  body  are 
performed  by  a  heart,  stomach,  and  lungs,  or  with  a  gizzard 
and  gills. 

But  for  the  man  of  work  thus  to  bolt  away  at  once  from 
himself  and  all  his  pursuits  in  after  life,  contravenes  the  plainest 
principles  of  nature  and  common  sense.  No  wonder  such  edu- 
cators have  ever  deemed  the  liberal  culture  of  the  industrial 
classes  an  impossibility;  for  they  have  never  tried  nor  even  con- 
ceived of  any  other  way  of  educating  them  except  that  by  which 
they  are  rendered  totally  unfit  for  their  several  callings  in  after 
life. — How  absurd  would  it  seem  to  set  a  clergyman  to  plowing 
and  studying  the  depredations  of  blights,  insects,  the  growing  of 
crops,  &c,  &c,  in  order  to  give  him  habits  of  thought  and  mental 
discipline  for  the  pulpit;  yet,  this  is  not  half  as  ridiculous,  in 
reality,  as  the  reverse  absurdity  of  attempting  to  educate  the 
man  of  work  in  unknown  tongues,  abstract  problems  and  theories, 
and  metaphysical  figments  and  quibbles. 


(79) 


80 

Some,  doubtless,  will  regard  the  themes  of  such  a  course  of 
education  as  too  sensuous  and  gross  to  lie  at  the  basis  of  a  pure 
and  elevated  mental  culture.  But  the  themes  themselves  cover 
all  possible  knowledge  and  all  modes  and  phases  of  science,  ab- 
stract, mixed  and  practical.  In  short,  the  field  embraces  all  that 
God  has  made,  and  all  that  human  art  has  done,  and  if  1  lu- 
created  Universe-  of  God  and  the  highest  art  of  man  are  too 
gross  for  our  refined  uses,  it  is  a  pity  the  "morning  stars  and 
the  sons  of  God"  did  not  find  it  out  as  soon  as  the  blunder  Avas 
made.  But,  in  my  opinion,  these  topics  are  of  quite  as  much 
consequence  to  the  well-being-  of  man  and  the  healthful  develop- 
ment of  mind,  as  the  concoction  of  the  final  nostrum  in  medicine 
or  the  ultimate  figment  in  theology  and  law,  conjectures  about  the 
galaxy  or  the  Greek  accent;  unless,  indeed,  the  pedantic  profes- 
sional trifles  of  one  man  in  a  thousand  are  of  more  consequence 
than  the  daily  vital  interests  of  all  the  rest  of  mankind. 

But  can  such  an  institution  be  created  and  endowed?  Doubt- 
less it  can  be  done,  and  done  at  once,  if  the  industrial  classes  so 
decide.  The  fund  given  to  this  state  by  the  general  government, 
expressly  for  this  purpose,  is  amply  sufficient,  without  a  dollar 
from  any  other  source;  and  it  is  a  mean,  if  not  an  illegal  per- 
version of  this  fund,  to  use  it  for  any  other  purpose.  It  was  given 
to  the  people,  the  whole  people  of  this  state — not  for  a  class, 
a  party,  or  sect,  or  conglomeration  of  sects;  not  for  common 
schools,  or  family  schools,  or  classical  schools;  but  for 
"An  University,"  or  seminary  of  a  high  order,  in  which 
should  of  course  be  taught  all  those  things  which  every 
class  of  the  citizens  most  desire  to  learn — their  own  duty  and 
business  for  life.  This,  and  this  alone,  is  an  University  in  the 
true,  original  sense  of  the  term.  And  if  an  Institution  which 
teaches  all  that  is  needful  only  for  the  three  professions  of  law, 
divinity,  and  medicine,  is,  therefore,  an  University,  surely  one 
that  teaches  all  that  is  needful  for  all  the  varied  professions  of 
human  life,  is  far  more  deserving  of  the  name  and  the  endow- 
ments of  an  University. 

But  in  whose  hands  shall  the  guardianship  and  oversight 
of  this  fund  be  placed,  in  order  to  make  it  of  any  real  use  for 

(80) 


81 

such  a  purpose?  I  answer,  without  hesitation  and  without 
tear,  that  this  whole  interest  should,  from  the  first,  be  placed 
directly  in  the  hands  of  the  people,  and  the  whole  people,  with- 
out any  mediators  or  advisers,  legislative  or  ecclesiastical,  save 
only  their  own  appointed  agents,  and  their  own  jurors  and  courts 
of  justice,  to  which,  of  course,  all  alike  must  submit.  It  was 
given  to  the  people,  and  is  the  property  of  the  people,  not  of 
legislators,  parties,  or  sects,  and  they  ought  to  have  the  whole 
control  of  it,  so  far  as  is  possible  consistently  with  a  due  security 
of  the  funds  and  needful  stability  of  plans  of  action  and  instruc- 
tion. This  control  I  believe  they  will  be  found  abundantly  able  to 
exercise;  and  more  than  this  no  well  informed  man  would  desire. 

The  reasons  for  placing  it  at  once  and  forever  beyond  all 
legislative  and  ecclesiastical  control,  are  obvious  to  all.  For  if 
under  the  former,  it  will  continually  exist  as  the  mere  tool  of  the 
dominant  part}',  and  the  object  of  jealous  fear  and  hatred  of 
their  opponents;  or  else  it  will  become  the  mere  foot  ball  of  all 
parties,  to  be  kicked  hither  and  thither  as  the  party  interests 
and  passion  of  the  hour  may  dictate.  We  well  know  how  many 
millions  of  money  have  been  worse  than  thrown  away  by  placing 
professed  seminaries  of  learning  under  the  influence  of 
party  passion,  through  legislative  control.  And  it  is  surely 
a  matter  of  devout  gratitude  that  our  legislators  have  had  wisdom 
enough  to  see  and  feel  this  difficulty,  and  that  they  have  been 
led,  from  various  causes,  to  hold  this  fund  free  from  all  com- 
mitment to  the  present  hour,  when  the  people  begin  to  be  con- 
vinced that  they  need  it,  and  can  safely  control  it;  and  no  legis- 
lator but  an  aristocrat  or  a  demagogue  would  desire  to  see  it 
in  other  hands. 

The  same  difficulty  occurs  as  regards  sects. — Let  the  insti- 
tution be  managed  ever  so  well  by  any  one  party  or  sect,  it  is  still 
certain  their  opponents  will  stand  aloof  from  it,  if  not  oppose 
and  malign  it  for  that  very  reason.  Hence,  all  will  see  at  once, 
that  the  greatest  possible  care  should  be  taken  to  free  it  from, 
not  only  the  reality,  but  even  from  the  suspicion  of  any  such 
influence. — Should  the  party  in  power,  when  the  charter  may  be 
granted,  appoint  a  majority  of  the  board  of  trustees  from  the 

(Si) 


82 

parties  in  the  minority,  it  would  show  a  proper  spirit,  and  be  in 
all  coming  time,  an  example  of  true  magnanimity,  which  their 
opponents  could  not  fail  to  respect  and  to  imitate,  and  which 
the  people  at  large  would  highly  approve.  A  victorious  hero 
can  afford  to  be  generous  as  well  as  brave — none  worthy  of  a 
triumph  can  afford  to  be  otherwise.  In  all  future  appointments, 
also,  the  candidates  should  be  elected  with  such  an  evi- 
dent regard  to  merit,  and  disregard  of  all  political  and  sectarian 
relations,  as  to  ever  carry  the  conviction  that  the  equal  good  of 
the  whole  alone  is  sought.  There  can  be  no  great  difficulty  in 
accomplishing  all  this,  if  it  is  well  known  in  the  outset  that 
the  people  will  keep  their  eye  closely  upon  that  man,  whoever 
he  may  be,  who  by  any  bargaining  for  votes,  or  any  direct  or 
indirect  local,  sinister,  or  selfish  action  or  influence,  or  any  evas- 
ion or  postponement,  or  by  any  desire  to  tamper  and  amend, 
merely  to  show  himself  off  to  advantage,  shall  in  any  way  em- 
barrass or  endanger  this  greatest  of  all  interests  ever  committed 
to  a  free  state — the  interest  of  properly  and  worthily  educating 
all  the  sons  of  her  soil.  Let  the  people  set  on  such  a  man,  if 
the  miscreant  wretch  lives,  for  all  future  time,  a  mark  as  much 
blacker  than  the  mark  set  on  Cain,  as  midnight  is  darker  than 
noon-day.  This  is  a  question,  above  all  others,  that  a  man  who 
is  a  man,  will  desire  to  meet  openly  and  frankly,  like  a  man. 
Will  our  legislators  do  it?  I,  for  one,  believe  they  will.  I  shall 
not  believe  the  contrary  till  it  is  proved;  and  I  will  even  suggest, 
in  general,  a  mode  by  which  the  great  end  may  be  safely  gained. 
Let  others,  however,  suggest  a  better  one,  and  I  will  cheerfully 
accord  with  it. 

Let  the  Governor  of  the  State  nominate  a  board  of  trust  for 
the  funds  of  the  Institution.  Let  this  board  consist  of  five  of 
the  most  able  and  discreet  men  in  the  State,  and  let  at  least  four 
of  them  be  taken  from  each  of  the  extreme  corners  of  the  State, 
so  remote  from  all  proximity  to  the  possible  location  of  the  Insti- 
tution, both  in  person  and  in  property,  as  to  be  free  from  all 
suspicion  of  partiality.  Let  the  Senate  confirm  such  nomination. 
Let  this  board  be  sworn  to  locate  the  Institution  from  a  regard 
to  the   interests  and  convenience    of    the    people  of  the  whole 

(82) 


83 

State.  And.  when  they  have  so  done  that  let  them  be  empowered 
to  elect  twelve  new  members  of  their  own  body,  with  perpetual 
power  of  filling  their  own  vacancies,  each  choice  requiring  a 
vote  of  two-thirds  of  the  whole  body,  and  upon  any  failure  to 
elect  at  the  appointed  annual  meeting,  the  Governor  of  the  State 
to  fill  the  vacancy  for  one  year,  if  requested  by  any  member  of 
the  board  so  to  do.  Let  any  member  of  the  board  who  shall 
be  absent  from  any  part  of  its  annual  meetings,  thereby  forfeit  his 
seat,  unless  detained  by  sickness,  certified  at  the  time,  and  the 
board  on  that  occasion  fill  the  vacancy,  either  by  his  re-election, 
or  by  the  choice  of  some  other  man.  Let  the  funds  then,  by  the 
same  act,,  pass  into  the  hands  of  the  trustees  so  organized,  as  a 
perpetual  trust,  they  giving  proper  bonds  for  the  same,  to  be 
used  for  the  endowment  and  erection  of  an  Industrial  University 
for  the  State  of  Illinois. 

This  board,  so  constituted,  would  be,  and  ought  to  be, 
responsible  to  no  legislature,  sect,  or  party,  but  directly  to  the 
people  themselves — to  each  and  every  citizen,  in  the  courts  of 
law  and  justice,  so  that,  should  any  trustee  of  the  institution 
neglect,  abuse,  or  pervert  his  trust  to  any  selfish,  local,  political, 
or  sectarian  end,  or  show  himself  incompetent  for  its  exercise, 
every  other  member  of  the  board  and  every  citizen  at  large 
should  have  the  right  of  impeaching  him  before  the  proper 
court,  and,  if  guilty,  the  court  should  discharge  him  and  order  his 
place  to  be  filled  by  a  more  suitable  man.  Due  care  should  be 
taken,  of  course,  to  guard  against  malicious  prosecutions. 

Doubtless  objections  can  be  urged  against  this  plan,  and 
all  others  that  can  be  proposed.  Most  of  them  may  be  at  once 
anticipated,  but  there  is  not  space  enough  to  notice  them  here. 
Some,  for  example,  cherish  an  ardent  and  praiseworthy  desire 
for  the  perfection  of  our  common  schools,  and  desire  still  longer 
to  use  that  fund  for  that  purpose.  But  no  one  imagines  that 
it  can  long  be  kept  for  that  use,  and  if  it  could,  I  think  it  plain 
that  the  lower  schools  of  all  sorts  would  be  far  more  benefitted  bv 
it  here  than  in  any  other  place  it  could  be  put. 

Others  may  feel  a  little  alarm,  when,  for  the  first  time  in 
the  historv  of  the  world,  thev  see  the  millions  throwing  them- 

(83) 


84 

selves  aloof  from  all  political  and  ecclesiastical  control,  and  at- 
tempting to  devise  a  system  of  liberal  education  for  themselves: 
but  on  mature  reflection  we  trust  they  will  approve  the  plan: 
or  if  they  are  too  old  to  change,  their  children  will. 

I  shall  enter  into  no  special  pleas  in  favor  of  this  plan  of  dis- 
posing of  our  State  fund.  I  am  so  situated  in  life  that  it  cannot 
possibly  do  me  any  personal  good;  save  only  in  the  just  pride 
of  seeing'  the  interests  of  my  brethren  of  the  industrial  class 
cared  for  and  promoted,  as  in  such  an  age  and  such  a  state  they 
ought  to  be.  If  they  want  the  benefit  of  such  an  institution  they 
can  have  it.  If  they  do  not  want  it,  I  have  not  another  word  to 
say.  In  their  own  will,  alone,  lies  their  own  destiny,  and  that 
of  their  children. 

Respectfully  submitted, 

J.  B.  Turner. 


(84) 


85 
SPRINGFIELD  <  50NVENTK  )N 


The  Second  Convention  was  held  at  Springfield,  June 
8,  1852.  A  controversy  there  arose  between  the  members  of  the 
Industrial  Convention,  and  the  advocates  and  representatives 
of  some  few  of  the  old  classical  and  theological  colleges,  who 
were  admitted  by  courtesy  to  participate  in  the  debates  of  the 
convention,  which  consumed  most  of  the  time  of  the  convention, 
and  but  little,  if  any,  impression  for  good,  was  made  upon  the 
public  mind. 

These  colleges  desired  to  be  made,  themselves,  the  instru- 
ments through  which  the  funds  of  the  State  should  be  applied 
to  the  education  of  the  industrial  classes.  This,  the  representa- 
tives of  these  classes  have  at  all  times,  in  all  their  conventions, 
unanimously  and  steadfastly  opposed. 

At  that  meeting,  however,  the  following  memorial  was  pre- 
sented to  the  Legislature : 

Illinois  Industrial  Convention. 
Memorial  of  the  Industrial  Convention  to  the  Senate  and  House 

of  Representatives  of  the  State  of  Illinois. 

The  Convention  of  the  friends  of  the  Industrial  University, 
proposed  to  the  consideration  of  the  people  of  Illinois,  by  the 
Granville  convention,  whose  report  is  alluded  to  in  the  message  of 
the  Governor  of  the  State,  beg  leave  to  submit  to  the  considera- 
tion of  the  Senators  and  Representatives  of  the  people,  the  fol- 
lowing memorial : 

But  three  general  modes  have  been  publicly  proposed  for 
the  use  of  the  College  and  Seminary  funds  of  the  State. 

I.  The  perpetual  continuance  of  their  use  for  com- 
mon school  purposes,  is  not  seriously  expected  by  any  one,  but 
only  their  temporary  use  as  a  loan  for  this  noble  object. 

II.  The  equal  distribution  of  their  proceeds  among  the 
ten  or  twelve  colleges  in  charge  of  the  various  religious  denom- 
inations of  the  State,  either  now  in  existence  or  soon  to  arise 
and  claim  their  share  in  these  funds,  and  the  equally  just  claim  of 
Medical  and  other  Institutions  for  their  share,  it  is  thought 
by  your   memorialists,   would   produce   too   great   a  division   to 

(85) 


86 

render  these  funds  of  much  practical  value  either  to  these  Insti- 
tutions or  to  the  people  of  the  State.  Nor  do  they  consider  that 
it  would  make  any  practical  difference,  iu  this  regard,  whether 
the  fuuds  were  paid  directly  by  the  State  over  to  the  Trustees 
jf  these  Institutions,  or  disbursed  indirectly  through  a  new  board 
of  overseers  or  Regents  to  be  called  the  University  of  Illinois. 
The  plan  of  attempting  to  elect  by  State  authority,  some  smaller 
number  of  these  institutions  to  enjoy  the  benefit  of  the  funds,  on 
the  one  hand,  to  the  exclusion  of  others,  or  attempting  to  endow 
them  all  so  as  to  fit  them  for  the  great  practical  uses  of  the  indus- 
trial classes  of  the  State,  we  trust  your  honorable  bodies  will  see 
at  once  to  be  still  more  impracticable  and  absurd,  if  not  radically 
unequal  and  unjust  in  a  free  State  like  ours. 

III.  Your  memorialists  therefore  desire  not  the  dispersion 
by  any  mode,  either  direct  or  indirect,  of  these  funds;  but  their 
continued  preservation  and  concentration  for  the  equal  use  of  all 
classes  of  our  citizens,  and  especially  to  meet  the  pressing  neces- 
sities of  the  great  industrial  classes  and  interests  of  the  State, 
in  accordance  with  the  principles  suggested  in  the  message  of 
his  Excellency  the  Governor  of  the  State,  to  your  honorable 
bodies ;  and  also  in  the  recent  message  of  Governor  Hunt  of  New 
York,  to  the  legislature  of  that  State,  and  sanctioned  by  the 
approval  of  many  of  the  wisest  and  most  patriotic  statesmen  in 
this  and  other  States. 

The  report  of  the  Granville  Convention  of  farmers,  herewith 
submitted  and  alluded  to,  as  above  noticed  in  the  message  of  our 
Chief  Magistrate,  may  be  considered  as  one  and  as  only  one,  of  the 
various  modes  in  which  this  desirable  end  may  be  reached,  and 
is  alluded  to  in  this  connexion  as  being  the  only  published  docu- 
ment of  any  convention  on  this  subject,  and  as  a  general  illustra- 
tion of  what  your  petitioners  would  desire,  when  the  wisdom  of 
the  Senators  and  Representatives  of  the  people  shall  have  duly 
modified  and  perfected  the  general  plan  proposed,  so  as  to  fit  it 
to  the  present  resources  and  necessities  of  the  State. 

We  desire  that  some  beginning  should  be  made,  as  soon  as 
our  statesmen  may  deem  prudent  so  to  do,  to  realize  the  high, 
and  noble  ends  for  the  people  of  the  State,  proposed  in  each  and 

(86) 


87 

all  of  the  documents  above  alluded  to.  And  if  possible  on  a 
sufficiently  extensive  scale,  to  honorably  justify  a  successful 
appeal  to  congress,  in  conjunction  with  eminent  citizens  and 
statesmen  in  other  States,  who  have  expressed  their  readiness  to 
co-operate  with  us,  for  an  appropriation  of  public  lands  for  each 
State  in  the  Union  for  the  appropriate  endowment  of  Univer- 
sities for  the  liberal  education  of  the  Industrial  Classes  in  their 
several  pursuits  in  each  State  in  the  Union. 

And  in  this  rich,  and  at  least  prospectively,  powerful  State, 
acting  in  co-operation  with  the  vast  energies  and  resources  of 
this  mighty  confederation  of  united  republics,  even  very  small 
beginnings  properly  directed,  may  at  no  very  remote  day  result 
in  consequences  more  wonderful  and  beneflcient  than  the  most 
daring  mind  would  now  venture  to  predict  or  even  conceive. 

In  the  appropriation  of  those  funds  your  memorialists  would 
especially  desire  that  a  department  for  normal  school  teaching, 
to  thoroughly  qualify  teachers  for  county  and  district  schools, 
and  an  appropriate  provision  for  the  practical  education  of  the 
destitute  orphans  of  the  State,  should  not  be  forgotten. 

We  think  that  the  object  at  which  we  aim  must  so  readily 
commend  itself  to  the  good  sense  and  patriotism,  both  of  our 
people,  rulers  and  statesmen,  when  once  fully  and  clearly  under- 
stood, that  we  refrain  from  all  argument  in  its  favor. 

We  ask  only  that  one  institution  for  the  numerous  Indus- 
trial Classes,  the  teachers  and  orphans  of  this  State,  and  of  each 
State,  should  be  endowed  on  the  same  general  principles,  and  to 
the  same  relative  extent  as  some  one  of  the  numerous  Institutions 
now  existing  in  each  State  for  the  more  especial  benefit  of  the 
comparatively  very  limited  classes  in  the  three  learned  profes- 
sions. If  this  is  deemed  immoderate  or  even  impracticable  we 
will  thankfully  accept  even  less. 

As  to  the  objection  that  States  cannot  properly  manage  lit- 
erary institutions,  all  history  shows  that  States  in  this  country, 
and  in  Europe,  which  have  attempted  to  manage  them  by  proper 
methods,  constituting  a  vast  majority  of  the  whole1,  have  fully 
succeeded  in  their  aim.  While  the  few  around  us  which  have 
attempted  to  endow  and  organize  them  on  wrong  principles — con- 

(87) 


88 

demned  by  all  experience,  have  of  course  failed.  Nor  can  a  State 
charter  and  originate  Railroads  or  manage  any  other  interest, 
except  by  proper  methods  and  through  proper  agents.  And 
a  people  or  a  State  that  cannot  learn  in  time,  to  manage  properly 
and  efficiently  all  these  interests,  and  especially  the  great  inter- 
ests of  self-education,  is  obviously  unfit  for  self-government,  which 
we  are  not  willing  as  yet  to  admit  in  reference  to  any  State  in 
the  Union  aud  least  of  all  our  own. 

With  these  sentiments  deeply  impressed  on  our  hearts,  and 
on  the  hearts  of  many  of  our  more  enlightened  fellow  citizens, 
your  memorialists  will  never  cease  to  pray  your  honorable  bodies 
for  that  effective  aid  which  you  alone  can  grant. 

Respectfully  submitted, 
By  order  of  the  Committee  of  the  Convention, 

J.  B.  Turner,  Chairman. 


The  Third  Convention  was  held  at  Chicago,  Nov.  24,  1852. 

At  this  convention  much  important  business  was  transacted, 
and  many  interesting  views  suggested,  and  speeches  thereon,  made 
and  reported. 

Among  other  things,  it  was  resolved  to  organize  "The  In- 
dustrial League  of  the  State  of  Illinois,"  which  has  since 
been  chartered  by  our  Legislature,  empowered  to  raise  a 
fund,  by  subscription  from  the  members,  of  ten  cents  each,  per 
annum,  and  by  voluntary  contributions,  to  be  applied  to  the  for- 
warding of  the  objects  of  the  convention,  and  promoting  the  inter- 
ests of  the  industrial  classes. 

1st.  "By  disseminating  information  both  written  and  printed 
on  this  subject." 

2d.  "By  keeping  up  a  concert  of  action  among  the  friends  of 
the  industrial  classes." 

3d.  "By  the  employment  of  lecturers,  to  address  citizens  in 
all  parts  of  the  state."  "Prof.  J.  B.  Turner,  of  Jacksonville  was 
appointed  principal  Director." 

"John  Gage,  of  Lake  county,  Bronson  Murray  of  La  Salle  co., 
Dr.  L.  S.  Pennington,  of  Whiteside  co.,  J.  T.  Little,  of  Fulton  co., 
and  Wm.  A.  Pennell,  of  Putnam  co.,  Associate  Directors. 

(88) 


89 

It  was  also  "resolved,  that  this  Convention  memorialize  Con- 
gress for  the  purpose  of  obtaining  a  grant  of  public  lands  to  estab- 
lish and  endow  Industrial  Institutions  in  each  and  every  State  in 
the  Union." 

"The  plan  for  an  Industrial  University,  submitted  by  Prof. 
Turner  to  the  Granville  Convention,"  (reprinted  above,)  "was 
then  called  for,  and  a  motion  passed  to  discuss  its  principles  by 
sections;  whereupon,  after  thus  reading  and  discussing  of  its 
various  sections,  the  general  principles  of  the  plan  were  ap- 
proved." 

It  was  also  "voted  unanimously,  that  a  department  for  the 
education  of  common-school  teachers  be  considered  an  essential 
feature  of  the  plan." 

"Prof.  J.  B.  Turner,  of  Jacksonville,  Win.  Gooding,  of  Lock- 
port,  and  Dr.  John  A.  Kennicott,  of  Northfield,  were  appointed 
a  committee  to  report  a  plan  to  the  next  convention,  and  to 
memorialize  the  Legislature  for  the  application  of  the  college  and 
seminary  funds  to  this  object,  in  accordance  with  the  acts  and 
ordinances  of  Congress,  &c." 

"J.  B.  Turner,  L.  S.  Bullock  and  Ira  L.  Peck,  were  also 
appointed  a  committee  to  prepare  an  address  to  the  citizens  of 
this  State,  on  the  subject  of  Industrial  Education,  and  the  estab- 
lishment of  an  Industrial  Institution. 

The  Fourth  Convention  was  holden  at  Springfield  on  the 
8th  of  Januarv,  1853. 

At  this  meeting,  also,  a  great  many  items  of  a  miscellaneous 
character  were  brought  before  the  Convention,  and  discussed 
and  decided  upon ;  in  almost  every  case  by  a  unanimous  vote. 

The  greatest  harmony  and  good  feeling  prevailed  among  all 
the  members  and  delegates,  and  the  representatives  and  executive 
officers  of  the  people,  in  the  Legislature ;  many  of  whom,  from  all 
parts  of  the  State,  took  the  deepest  interest  in  the  subject,  and 
made  noble  and  eloquent  speeches  at  their  evening  session,  in 
the  Senate  chamber  in  its  behalf.    It  was 

Resolved,  That  inasmuch  as  any  detailed  plan  of  public  instruction  can 
only  be  decided  and  acted  upon  by  the  Trustees,  Directors  or  other  officers  of  the 
desired  institution,  when  created,  it   is  not  expedient  to  attempt  to   fix  upon  any 

(89) 


90 

such  details  in  any  preliminary  conventions  of  the  people;  and  that  the  committee 
appointed  to  report  on  that  subject,  be  discharged  from  further  duty. 

The  duties  and  terms  of  office  of  the  League,  were,  also,  pre- 
scribed bv  this  convention. 

After  the  adjournment  of  the  convention,  the  following 
memorial  was  written,  at  the  request  of  the  committee,  by  the 
author  and  signed  by  the  President  of  the  convention  and  pre- 
sented to  the  legislature  in  accordance  with  a  resolution  passed 
by  the  convention: 

MEMORIAL 

Of   the    Fourth    Industrial    Convention    of   the    State    of 

Illinois. 

To  the  Honorable  Senate  and  House  of  Representatives  of  the 

Slate  of  Illinois: 

We  would  respectfully  represent:  That  we  are  members  of 
the  industrial  classes  of  this  state,  actively  and  personally  en- 
gaged in  agricultural  and  mechanical  pursuits.  We  are  daily 
made  to  feel  our  own  practical  ignorance,  and  the  misapplication 
of  toil  and  labor,  and  the  enormous  waste  of  products,  means, 
materials,  and  resources  that  result  from  it.  We  are  aware  that 
all  this  evil  to  ourselves  and  our  country,  results  from  a  want 
of  knowledge  of  those  principles  and  laws  of  nature  that  underlie 
our  various  professions,  and  of  the  proper  means  of  a  practical 
application  of  existing  knowledge  to  those  pursuits.  We  rejoice 
to  know  that  our  brethren  in  the  several  learned  professions 
have  to  a  good  degree  availed  themselves  of  these  advantages, 
and  have  for  years  enjoyed  their  benefit.  They  have  universities 
and  colleges,  with  apparatus,  libraries  voluminous  and  vast,  able 
and  learned  professors  and  teachers,  constantly  discovering  new 
facts,  and  applying  all  known  principles  and  truths  directly  to 
the  practical  uses  of  their  several  professions  and  pursuits.  This 
is  as  it  should  be.  But  we  have  neither  universities,  colleges, 
books,  libraries,  apparatus,  or  teachers,  adapted  or  designed  to 
concentrate  and  apply  even  all  existing  knowledge  to  our  pur- 
suits, much  less  have  we  the  means  of  efficiently  exploring  and 

(90) 


91 

examining  the  vast  practical  unknown  that  daily  lies  all  around 
us,  spreading  darkness  and  ruin  upon  our  best  laid  plans,  blight- 
ing our  hopes,  diminishing  our  resources,  and  working  inevitable 
evil  and  loss  to  ourselves,  to  our  families  and  to  our  country. 
Some  think  one-half — no  intelligent  man  thinks  that  less  than 
one-third  or  one-fourth  of  the  entire  labor  and  products  of  our 
state,  are  made  an  annual  sacrifice  to  this  needless  ignorance  and 
waste.  Knowledge  alone,  here,  is  power,  and  our  relief  is  as 
clearly  obvious  as  our  wants.  We  need  the  same  thorough  and 
practical  application  of  knowledge  to  our  pursuits,  that  the 
learned  professions  enjoy  in  theirs,  through  their  universities  and 
their  literature,  schools  and  libraries  that  have  grown  out  of 
them.  For  even  though  knowledge  may  exist,  it  is  perfectly 
powerless  until  properly  applied,  and  we  have  not  the  means  of 
applying  it.  What  sort  of  generals  and  soldiers  would  all  our 
national  science  (and  art)  make  if  we  had  no  military  academies 
to  take  that  knowledge  and  apply  it  directly  and  specifically  to 
military  life? 

Are  our  classic  universities,  our  law,  medicine,  and  divinity 
schools  adapted  to  make  good  generals  and  warriors?  Just  as 
well  as  they  are  to  make  farmers  and  mechanics,  and  no  better. — 
Js  the  defence,  then,  of  our  resources  of  more  actual  consequence 
than  their  production?  Why  then  should  the  state  care  for  the 
one,  and  neglect  the  other? 

According  to  recent  publication  only  1  in  260  of  the  popula- 
tion of  our  own  state  are  engaged  in  professional  life,  and  not 
one  in  200  in  the  Union  generally.  A  great  proportion  even  of 
these  never  enjoyed  the  advantages  of  our  classical  and  profes- 
sional schools.  But  there  are  in  the  United  States  225  principal 
universities,  colleges  and  seminaries,  schools,  &c,  devoted  to  the 
interest  of  the  professional  classes,  besides  many  smaller  ones, 
while  there  is  not  a  single  one,  with  liberal  endowments,  designed 
for  the  liberal  and  practical  education  of  the  industrial  classes 
No  West  Point  as  yet  beams  upon  the  horizon  of  their  hope ;  true, 
as  yet,  our  boundless  national  resources  keep  us,  like  the  children 
of  Japhet  emigrating  from  the  Ark,  from  the  miserable  degreda- 
tion  and  want  of  older  empires;  but  the  resources  themselves 

(91) 


92 

lie  all  undeveloped  in  some  directions,  wasted  and  misapplied  in 
others,  and  rapidly  vanishing  away  as  centuries  roll  onward, 
under  the  ignorance  or  unskillfulness  that  directs  them.  We, 
the  members  of  the  industrial  classes  are  still  compelled  to  work 
empirically  and  blindly,  without  needful  books,  schools  or  means, 
by  the  slow  process  of  that  individual  experience  that  lives  and 
dies  with  the  man.  Our  professional  brethren,  through  their 
universities,  schools,  teachers,  and  libraries,  combine  and  con- 
centrate the  practical  experience  of  ages  in  each  man's  life.  We 
need  the  same. 

In  monarchial  Europe,  through  their  polytechnic  and  agri- 
cultural schools,  some  successful  effort  has  been  made,  in  some 
departments  and  classes,  to  meet  this  great  want  of  the  age. 

But  in  our  democratic  country,  though  entirely  industrial 
and  practical  in  all  its  aims  and  ends,  no  such  effort  has  been 
efficiently  made.  We  have  in  our  own  State  no  such  institution, 
and  no  practical  combination  of  resources  and  means,  that  can 
ever  produce  one  worthy  of  the  end.  We  have  not  even  a  "Normal 
School"  for  the  education  of  our  teachers,  nor  half  a  supply  of 
efficient  teachers  even  for  our  own  common  schools;  and  never 
can  have  without  more  attention  to  the  indispensable  means  for 
their  production.  Hence,  our  common  schools  are,  and  must 
continue  to  be,  to  a  great  extent,  inefficient  and  languishing,  if  not 
absolute  nuisances  on  our  soil,  as  in  some  cases  they  now  are.  But 
the  common  school  interest  is  the  great  hope  of  our  country ;  and 
we  only  desire  to  render  it  efficient  and  useful,  in  the  only  way  it 
can  be  done ;  by  rearing  up  for  it  competent  and  efficient  teachers, 
in  the  normal  department  of  our  industrial  universities.  Knowing 
that  knowledge,  like  light  and  water,  runs  downward,  not  up- 
ward, through  human  society,  we  would  begin  with  the  suns  and 
fountains,  and  not  with  the  candles  and  puddles,  and  pour  the 
light  and  water  of  life  down  through  every  avenue  of  darkness 
below,  and  not  begin  with  the  darkness  and  drought,  and  attempt 
to  evolve  and  force  it  upward.  No  state  ever  did  or  ever  will  suc- 
ceed by  this  latter  process.  The  teacher  is  the  first  man  sought, 
and  the  life  and  light  of  the  whole  thing,  from  the  university 
downward. 

(92) 


93 

To  this  end,  concentration  is  the  first  indispensable  step. 
Leaving  all  our  common  school  funds  untouched,  as  they  now  are. 
the  proposed  distribution  of  our  university  fund,  amounting  to 
about  |150,000,  will  illustrate  this  point.  The  annual  interest  of 
this,  at  6  per  cent,  is  about  |9,000.  If  this  should  be  divided 
among  our  ten  or  fifteen  colleges,  it  would  give  them  only  from 
$600  to  $900  each,  per  annum.  Divided  among  our  hundred 
counties,  it  would  give  $90  to  each  county,  for  a  high  school  or 
any  other  purpose.  Divided  as  it  now  is  among  the  million  of  our 
people,  it  gives  9  mills,  or  less  than  one  cent  to  each  person.  Con- 
centrated upon  an  industrial  university,  it  would  furnish  an  an- 
nual corps  of  skillful  teachers  and  lecturers,  through  its  normal 
school,  to  go  through  all  our  towns  and  counties,  create,  establish 
and  instruct  Lyceums,  high  schools  and  common  schools,  of  all 
sorts,  and  through  its  agricultural  and  mechanical  departments, 
concentrating  and  diffusing  the  benefits  of  practical  knowledge 
and  experience  over  all  our  employments  and  pursuits,  our  farms 
and  shops.  Here  as  elsewhere,  the  sun  must  exist  before  the 
diamonds  and  dewdrops  can  shine.  The  mountain  heights  must 
send  down  their  rills  and  their  torrents,  gathered  from 
their  own  flood  and  the  boundless  resources  of  the  ocean  and  the 
sky,  before  the  desert  can  blossom  as  the  rose.  Money,  however 
much  or  little,  concentrated  in  logs,  clapboards  and  brick,  enclos- 
ing a  herd  of  listless,  uneasy,  and  mischievous  children,  cannot 
make  a  common  school.  The  living  teacher  must  be  there — living 
not  dead;  for  dead  teachers  only  make  dead  scholars  the  more 
dead.  Nor  can  grammar,  language,  metaphysics,  or  abstract  sci- 
ence, however  accurate,  voluminous  and  vast,  ever  diffuse  new 
life  and  new  energy  into  our  industrial  pursuits.  There,  prac- 
tical apparatus,  the  thorough  and  accurate  needful  experiments, 
as  well  the  living  and  practical  teachers  are  needed,  in  order 
to  begin  the  great  work.  This  is  necessarily  expensive,  quite  be- 
yond even  the  anticipated  resources  of  our  existing  institutions. 
Hence  again,  we  need  concentration,  and  not  a  miserable  useless 
and  utterly  wasteful  diffusion  of  our  resources  and  means. 

Throughout  our  State,  and  throughout  the  whole  civilized 
world,  in  all  ages,  where  there  has  been  most  neglect  of  univer- 

(93) 


94 

sities  and  high  seminaries,  and  most  reliance  placed  by  the  people 
in  the  miserable  pittance  doled  out  to  them  by  the  state,  like  so 
many  paupers,  for  the  support  of  common  schools,  precisely  there 
the  common  school  will  be  found,  for  the  inevitable  reasons  above 
indicated,  most  inefficient,  weak  and  worthless,  if  not  positive 
nuisances  to  society,  and,  whenever  the  reverse  is  found,  the 
reverse  influences  of  life,  light,  animation  and  hope  beam  forth 
from  the  schools  at  once. 

We  repeat  it,  the  common  school  is  our  great  end,  our  last 
hope  and  final  joy.  But  we  would  reach  and  reanimate  it  under 
the  guidance  of  practical  common  sense,  as  all  experience  shows 
it  must  be  done,  as  it  only  can  be  done,  and  we  would  reach  the 
vital,  practical  interests  of  our  industrial  pursuits,  by  precisely 
the  same  means,  and  on  precisely  the  same  well  known  and  thor- 
oughly tried  plans  and  principles.  We  seek  no  novelties.  WTe 
desire  no  new  principles.  We  only  wish  to  apply,  to  the  great 
interest  of  the  common  school  and  the  industrial  classes,  precisely 
the  same  principles  of  mental  discipline  and  thorough  scientific 
practical  instruction,  in  all  their  pursuits  and  interests,  which 
are  now  applied  to  the  professional  and  military  classes. 

The  effect  this  must  have  in  disciplining,  elevating  and  refin- 
ing the  minds  and  morals  of  our  people,  increasing  their  wealth 
and  their  power  at  home,  and  their  respect  abroad,  developing 
not  oniv  the  resources  of  their  minds,  but  their  soil  and  treasures 
of  mineral,  and  perfecting  all  their  material  products  and  arts, 
cannot  but  be  seen  by  every  intelligent  mind. 

No  other  enterprise  so  richly  deserves,  and  so  urgently  de- 
mands the  united  effort  of  our  national  strength. 

We  would,  therefore,  respectfully  petition  the  honorable 
Senate  and  House  of  representatives  of  the  State  of  Illinois,  that 
they  present  a  united  memorial  to  the  Congress  now  assembled 
at  Washington  to  appropriate  to  each  State  in  the  Union  an 
amount  of  public  lands  not  less  in  value  than  five  hundred  thou- 
sand dollars,  for  the  liberal  endowment  of  a  system  of  industrial 
universities;  one  in  each  state  in  the  Union,  to  co-operate  with 
each  other  and  with  the  Smithsonian  Institute  at  Washington, 
for  the  more  liberal  and  practical  education  of  our  industrial 

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95 

classes  and  their  teachers,  in  their  various  pursuits,  for  the  pro- 
duction of  knowledge  and  literature  needful  in  those  pursuits, 
and  developing  to  the  fullest  and  most  perfect  extent  the  resources 
of  our  soil  and  our  arts,  the  virtue  and  intelligence  of  our  people, 
and  the  true  glory  of  our  common  country. 

We  would  further  petition  that  the  executive  and  legislature 
of  our  sister  States,  be  invited  to  co-operate  with  us  in  this  enter- 
prise, and  that  a  copy  of  the  memorial  of  this  legislature  be 
forwarded  by  the  governor  to  the  governors  and  Senates  of  the 
several  States. 

We  would  also  petition  that  the  University  fund  of  this 
State,  if  not  at  once  applied  to  these  practical  uses,  be  allowed  to 
remain  where  it  now  is,  and  its  interest  applied  to  present  uses, 
until  such  time  as  the  people  shall  be  prepared  to  direct  it  to 
some  more  efficient  use. 

By  order  of  the  convention. 

Bronson  Murray,  President. 

A  similar  memorial  was  submitted  to  the  convention  by  the 
committee  consisting  of  his  Excellency,  Gov.  French,  Hon.  David 
L.  Gregg  and  Dr.  L.  S.  Pennington,  appointed  by  the  Chicago 
Convention  and  accepted  and  forwarded  to  Congress,  as  ordered 
by  that  Convention. 

These  memorials  were  presented  to  the  Senate  and  Representa- 
tives of  Illinois  then  in  session,  and  the  merits  of  the  plan  fully 
discussed  by  able  and  eloquent  advocates,  and  the  following  reso- 
lutions were  unanimously  passed  by  both  houses  and  received 
the  approbation  of  the  executive. 

Resolutions 

Of  the  General  Assembly  of  the  State  of  Illinois,  Relative  to  the 
Establishment  of  Industrial  Universities,  and  for  the  Encour- 
agement of  Practical  and  General  Education  among  the 
People — Unanimously  Adopted. 

Whereas,  The  spirit  and  progress  of  this  age  and  country  demand  the  culture 
of  the  highest  order  of  intellectual  attainment  in  theoretic  and  industrial  science : 
And  whereas,  it  is  impossible  that  cur  commerce  and  prosperity  will  continue  to 
increase  without  calling  into  requisition  all  the  elements  of  internal  thrift  arising 
from  the   labors   of  the   farmer,   the   mechanic,  and   the   manufacturer,   by   every 

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96 

fostering  effort  within  the  reach  of  the  government:  And  whereas,  a  system  of 
Industrial  Universities,  liberally  endowed  in  each  State  of  the  Union,  co-operative 
with  each  other,  and  the  Smithsonian  Institution  at  Washington,  would  develop 
a  more  liberal  and  practical  education  among  the  people,  tend  the  more  to  intel- 
lectualize  the  rising  generation,  and  eminently,  conduce  to  the  virtue,  intelligence 
and  true  glory  of  our  common  country,  therefore,  be  it 

Resolved,  by  the  House  of  Representatives,  the  Senate  concurring  herein, 
That  our  Senators  in  Congress  be  instructed,  and  our  Representatives  be  requested, 
to  use  their  best  exertions  to  procure  the  passage  of  a  law  of  Congress  donating 
to  each  State  in  the  Union  an  amount  of  public  lands  not  less  in  value  than  five 
hundred  thousand  dollars,  for  the  liberal  endowment  of  a  system  of  Industrial 
Universities,  one  in  each  State  in  the  Union,  to  co-operate  with  each  other,  and 
with  the  Smithsonian  Institution  at  Washington,  for  the  more  liberal  and  prac- 
tical education  of  our  industrial  classes  and  their  teachers ;  a  liberal  and  varied 
education  adapted  to  the  manifold  want  of  a  practical  and  enterprising  people, 
and  a  provision  for  such  educational  facilities,  being  in  manifest  concurrence  with 
the  intimations  of  the  popular  will,  it  urgently  demands  the  united  efforts  of  our 
national  strength. 

Resolved,  That  the  Governor  is  hereby  authorized  to  forward  a  copy  of  the 
foregoing  resolutions  to  our  Senators  and  Representatives  in  Congress,  and  to  the 
Executive  and  Legislature  of  each  of  our  sister  States,  inviting  them  to  co-operate 
with  us  in  this  meritorious   enterprise. 

John   Reynolds, 
Speaker  of  the  House  of  Representatives 
G.    Koerner, 
Speaker  of  the  Senate. 
J.  A.  Matteson. 

Approved,  February  8,  1853. 
A  true  copy  :     Attest, 

Alexander  Starne,  Sec'y  of  State. 

We  give  the  following  as  a  sample  of  the  sentiments  of  the 
press,  at  home  and  abroad  upon  the  above  resolutions : 

"Education  for  the  People/' — The  New  York  Tribune  of 
Feb.  26th,  has  the  following  remarks,  subjoined  to  the  joint  reso- 
lutions passed  by  our  General  Assembly,  relative  to  the  estab- 
lishment of  Industrial  Universities,  and  for  the  encouragement 
of  practical  and  general  education  among  the  people: 

"Here  is  the  principle  contended  for  by  the  friends  of  prac- 
tical education  abundantly  confirmed,  with  a  plan  for  its  immedi- 
ate realization.  And  it  is  worthy  of  note,  that  one  of  the  most 
extensive  of  public  land  (or  new)  States  proposes  a  magnificent 

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97 

donation  of  public  lands  to  each  of  the  States,  in  furtherance  of 
the  idea.  Whether  that  precise  form  of  aid  to  the  project  is  most 
judicious  and  likely  to  be  effective,  we  will  not  here  consider. 
Suffice  it  that  the  legislature  of  Illinois  has  taken  a  noble  step 
forward,  in  a  most  liberal  and  patriotic  spirit,  for  which  its  mem- 
bers will  be  heartily  thanked  by  thousands  throughout  the  Union. 
We  feel  that  this  step  has  materially  hastened  the  coming  of 
scientific  and  practical  education  for  all  who  desire  and  are 
willing  to  work  for  it,     It  cannot  come  too  soon.    111.  Jour." 

The  "Central  Illinois  Times,"  a  newspaper  published  at 
Bloomington,  gives  utterance  to  the  following,  affixed  to  the  reso- 
lutions respecting  the  establishment  of  Industrial  Universities: 

"The  above  is  undoubtedly  of  more  interest  and  importance 
to  the  people  of  this  State,  than  any  measure  which  came  before 
the  legislature  during  the  late  session.  It  contains  a  wholesome 
principle  of  prosperity  and  advancement,  which  will,  if  fully 
carried  out,  tend  to  elevate  and  improve  the  condition  of  the 
honest  hard  working  farmer.  We  have  always  held  that  the  first 
object  of  government  is  to  afford  protection  to  the  working  classes, 
for  in  them  lies  the  strength  and  glory  of  the  nation.  Without 
protection  they  will  become  weak,  inactive  and  careless,  with  it 
they  are  encouraged  at  every  step,  and  reap  reward  abundantly 
to  satisfy  everv  want. 

The  resolutions  meet  our  approbation  fully,  and  we  hope 
that  other  States,  and  Congress,  may  well  consider  the  matter, 
and  finallv  mould  it  into  a  law." 

It  may  not  be  improper  here  to  give  a  few  extracts,  showing 
how  the  enterprise  is  regarded  by  the  public  press,  and  by  able 
and  influential  divines  and  statesmen  in  other  States.  The  testi- 
monials on  hand  are  very  numerous,  but  space  here  can  be  spared 
for  only  a  very  few  extracts,  as  specimens  of  the  whole. 

It  will  be  needless  to  remark  upon  the  sentiments  of  the  press 
at  home,  or  in  the  West,  generally,  as  that  is  sufficiently  well 
known  to  all. 

Says  Governor  Hunt,  in  his  message  to  the  New  York  legis- 
lature. 

"Much  interest  has  been  manifested  for  some  years  past  in 
favor  of  creating  an  institution  for  the  advancement  of  agricul- 

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98 

tural  science  and  of  knowledge  in  the  mechanic  arts.  The  views 
in  favor  of  this  measure  expressed  in  my  last  annual  communica- 
tion remain  unchanged.  My  impressions  are  still  favorable  to 
the  plan  of  combining  in  one  college  two  distinct  departments 
for  instruction  in  agricultural  and  mechanical  science;  I 
would  respectfully  recommend  that  a  sufficient  portion  of  the 
proceeds  of  the  next  sale  of  lands  for  taxes  be  appropriated  to  the 
erection  of  an  institution  which  shall  stand  as  a  lasting  memorial 
of  our  munificence,  and  contribute  to  the  diffusion  of  intelligence 
among  the  producing  classes,  during  all  future  time." 

Similar  sentiments  expressed  by  our  own  late  Chief  Magis- 
trate, Governor  French,  will  be  remembered  by  all. 

Says  the  Hon.  Marshall  P.  Wilder,  before  the  Berkshire 
Agricultural  Society,  Mass. : 

"For  want  of  knowledge,  millions  of  dollars  are  now,  annually 
lost  by  the  commonwealth,  by  the  misapplication  of  capital  and 
labor  in  industry.  On  these  points  we  want  a  system  of  experi- 
ments directed  by  scientific  knowledge.  Are  they  not  important 
to  our  farmers?  Neither  the  agricultural  papers,  periodicals  or 
societies,  or  any  other  agents  now  in  operation,  are  deemed  suf- 
ficient for  all  that  is  desirable. 

We  plead  that  the  means  and  advantages  of  a  professional 
education  should  be  placed  within  the  reach  of  our  farmers. 

This  would  not  only  be  one  of  the  most  important  steps  ever 
taken  by  the  commonwealth  for  its  permanent  advancement  and 
prosperity,  but  would  add  another  wreath  to  her  renown  for  the 
protection  of  our  industry  and  the  elevation  of  her  Sons. 

Said  Rev.  Mr.  Hitchcock,  president  of  Amherst  College, — 
while  advocating  the  endowments  of  such  institutions  before  the 
Massachusetts  Board  of  Agriculture,  1851 : 

"I  have  been  a  lecturer  on  chemistry  for  twenty  years.  I 
have  tried  a  great  many  experiments,  in  that  time,  but  I  do  not 
know  of  any  experiments  so  delicate  or  so  difficult  as  the  farmer 
is  trying  every  week.  The  experiments  of  the  laboratory 
are  not  to  be  compared  to  them.  You  have  a  half  dozen  sciences 
which  are  concerned  in  the  operation  of  a  farm.  There  is  to  be 
a  delicate  balancing  of  all  these,  as  every  farmer  knows.    To  sup- 

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99 

pose  that  a  man  is  going  to  be  able,  without  any  knowledge  of 
these  sciences  to  make  improvements  in  agriculture  by  haphazard 
experiments,  is,  it  seems  to  me,  absurd. 

He  spoke  of  the  350  similar  schools  of  which  he  gave  some 
account  on  his  return  from  Europe,  mostly  of  recent  origin,  and 
savs : 

"This  subject  has  made  such  rapid  progress  in  Europe,  within 
a  few  years,  that  I  was  perfectly  amazed  to  find  the  facts  develop 
themselves  as  they  did,  one  after  another.  I  do  not  believe  there 
is  a  class  of  students  of  any  kind,  in  our  country,  who  would  be 
able  to  answer  one-tenth  of  the  questions  which  those  young  men 
answered  very  readily,"  (that  is  in  the  European  agricultural 
schools), — "and  going  out,  as  they  do,  to  take  charge  of  other 
schools,  the}*"  will  accomplish  much  for  the  benefit  of  their  country, 
as  well  as  by  their  example  in  applying  their  principles  for  other 
farmers.  The  people  must  do  this  thing — if  the  people  are  not 
ready  to  force  government  to  help  them,  it  will  do  no  good.  It 
must  be  a  weighty  concern;  and  individuals, — one  would  suppose, 
would  sink  under  it." 

Such  are  the  suggestions  of  one  of  our  most  able  and  experi- 
enced scientific  teachers,  who  has,  probably,  taken  more  pains  to 
investigate  the  subject  practically,  especially  during  his  tour  in 
Europe,  than  any  other  man  in  the  country. 

At  this  meeting,  after  a  most  thorough  discussion  of  the 
subject  by  eminent  scientific  and  practical  men  present,  the  Massa- 
chusetts Board  of  Agriculture  "resolved  that  a  thorough  system- 
atic course  of  education,  is  as  necessary  to  prepare  the  cultivator 
of  the  soil  for  pre-eminence  in  his  calling,  as  to  secure  excellence 
in  any  of  the  schools  of  science  or  art: — that  for  want  of  such 
an  education,  millions  of  dollars,  and  a  vast  amount  of  time,  and 
energy  are  annually  lost  to  the  commonwealth,  and  that  the  yeo- 
manry have  a  right  to  claim  from  the  government  the  same  fos- 
tering care,  which  is  extended  to  other  great  interests  of  the 
community." 

In  the  memorial  to  the  legislature  of  Massachusetts,  the 
memorialists  say:  "Your  memorialists  are  not  aware,  that  it  is 
any   more  easy  to  get  a  thorough  knowledge  of  husbandry  by 

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100 

individual  exertion  and  private  study,  than  it  is  to  acquire,  in 
that  way,  a  competent  knowledge  of  law,  medicine  or  divinity, 
and  your  memorialists  know  of  no  way  by  which  that  knowledge 
can  be  attained,  but  by  a  regular  course  of  instruction." 

This  memorial  is  signed  by  some  of  the  most  eminent  scholars 
and  civilians  of  Massachusetts.  Among  them  appear  the  names 
of  the  Honorable  Marshall  P.  Wilder,  Honorable  Edward  Ever- 
ett, Honorable  Henry  W.  Cushman,  and  John  W.  Lincoln,  &c. 

Do  these  gentlemen  know  anything  about  scholarship,  edu- 
cation, practical  life  and  social  want,  or  are  they  also  mere  vision- 
ary enthusiasts,  seeking  to  turn  the  world  upside  down? 

Massachusetts  Legislature. — We  find  the  following  in  the 
proceedings  of  the  Legislature  of  Massachusetts.  The  proposi- 
tion of  Mr.  Pomerov  was  received  with  marked  satisfaction,  and 

1/  7 

was  read  and  ordered  to  be  printed. 

Mr.  Pomeroy,  of  Southampton,  on  leave  given,  introduced  the 
following : 

Eesolves  Concerning  Agriculture. 

Whereas,  In  view  of  the  increased  attention  devoted  to  theoretical  and 
practical  agriculture,  Massachusetts  earnestly  desires  that  there  be  increased 
facilities  afforded  for  acquiring  a  more  complete  and  liberal  agricultural  education, 
and 

Whereas,  This  and  every  other  State  in  the  Union  is  largely  interested  in 
efforts  to  develop  our  agricultural  resources  to  an  extent  worthy  of  a  nation  of 
farmers,  therefore 

Resolved,  That  Massachusetts  deems  it  expedient  and  just  that  Congress 
appropriate  a  portion  of  our  public  lands  to  establish  and  endow  a  National  Xonnal 
Agricultural  College,  which  shall  be  to  the  rural  sciences,  what  West  Point 
Academy  is  to  the  military,  for  the  purpose  of  educating  teachers  and  professors 
for  service  in   all   the   States   of  the  Republic. 

Resolved,  That  copies  of  these  resolutions  be  sent  by  his  Excellency,  the 
Governor,  to  our  Senators  and  Representatives  at  Washington,  with  the  request 
that  the  subject  be  brought  before  the  two  houses  of  Congress. 

A  convention  on  the  subject  of  a  practical  national  system 
of  university  education,  was  held  at  Albany,  also,  Jan.  26,  1S53. 
This  convention  was  numerously  attended  by  the  great  and  illus- 
trious luminaries  of  the  State,  the  church  and  colleges  of  the 
North  and  East.  A  committee  of  twenty-one  was  appointed  to 
report  a  plan. 

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101 

Among  these  appear  the  names  of  the  venerable  President 
Way  land,  of  Brown  University,  Bishop  Potter,  of  Pennsylvania, 
Washington  Irving,  Gov.  Hunt  and  Senator  Dix  of  New  York, 
President  Hitchcock,  of  Amherst  College,  Professors  Webster, 
Dewey,  Henry,  Bache,  Mitchell,  of  Cincinnati;  Pierce  of  Cam- 
bridge, &c. 

(Rev.  Dr.  Kennedy  spoke  of  "the  want  that  had  long  been  felt 
for  institutions  different  from  those  already  established." 

Professor  C.  S.  Henry  said,  "the  welfare  of  our  country  was 
in  a  great  degree  dependent  upon  what  should  be  done  in  regard 
to  the  proposed  university."  Rev.  Ray  Palmer  said,  "there  was 
lack  of  opportunity  for  scientific  men  to  perfect  themselves  in 
their  various  pursuits,  'and  desired  that  this  want  should  be  sup- 
plied to  all  parts  of  the  country.'  " 

Rev.  Dr.  Wykoff  said,  "the  first  desideratum  to  the  estab- 
lishment of  the  institution  was  a  conviction  of  its  importance. 
When  the  souls  of  men  are  fired  up,  the  money  will  not  be  wanting, 
He  believed  that  the  proper  spirit  was  abroad — a  feeling  that 
would  redound  to  the  honor  and  benefit  of  the  people,  and  that 
the  work  would  be  done.  The  enterprise  was  one  for  the  masses. 
It  would  open  the  path  of  knowledge  for  all  the  youth  in  the  land, 
and  from  the  common  school  to  the  highest  university,  he  would 
like  to  see  our  educational  institutions  thrown  freely  open  to  all." 

Prof.  Henry  said,  "he  would  bid  the  enterprise  God  speed! 
He  deprecated  the  idea  of  attempting  to  establish  a  university 
at  a  moderate  outlay.  One  fitted  for  the  wants  of  this  country, 
should  throw  open  its  lecture  rooms  freely,  to  all  who  should  wish 
to  avail  themselves  of  their  advantages.  It  should  be  the  complete 
development  of  the  principle  which  lies  at  the  foundation  of  our 
common  schools." 

Rev.  President  Wayland  said,  "such  an  establishment  in 
New  York  would  be  an  example,  which,  he  believed,  would  be 
followed  in  other  States.  A  university  with  a  thousand  students 
would  abundantly  sustain  itself;  and  he  thought  the  needed 
expenses  would  not  be  so  great  as  some  gentlemen  anticipated." 

Again — do  these  gentlemen  know  anything  about  the  prac- 
tical subject  of  education  in  this  country? 

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102 

Said  the  lamented  Downing,  in  the  last  number  of  the  Horti- 
culturist he  ever  edited,  "The  leaven  for  the  necessity  for  educa- 
tion among  the  Industrial  Classes,  begins  to  work,  we  are  happy 
to  perceive,  in  many  parts  of  the  country.  At  a  Farmers'  Con- 
vention in  Illinois,  our  correspondent,  Prof.  Turner,  of  that  State, 
submitted  a  plan  for  such  an  educational  institution,  which  has 
since  been  published  in  pamphlet  form. 

We  think  the  importance  of  the  subject  a  sufficient  apology 
for  allowing  the  Professor  to  be  heard  by  a  large  audience. 

It  is  not  often  that  the  weak  points  of  an  ordinary  collegiate 
education  are  so  clearly  exposed,  and  the  necessity  of  working- 
men's  universities  so  plainly  demonstrated.''  He  then  republishes 
the  plan.     See  Horticulturist,  July  1852,  p.  306. 

Said  the  editor  of  the  N.  York  Tribune,  in  the  editorial  pre- 
facing his  republication  of  the  same  plan,  "the  great  idea  of  a 
higher  or  thorough  education  for  the  sons  and  daughters  of  farm- 
ers, mechanics  and  laborers,  is  everywhere  forcing  itself  on  the 
public  attention.  Our  race  needs  instruction  and  discipline  to 
qualify  them  for  working,  as  well  as  for  thinking  and  talking. 
They  need  something  more  than  the  hireling  picks  up  at  hap-hazard 
in  the  course  of  his  daily  toils. 

For  want  of  this  knowledge  in  every  department  of  rural 
industry,  millions  of  dollars  are  annually  wasted. 

Prof.  J.  B.  Turner,  of  Jacksonville,  in  behalf  of  a  conven- 
tion at  Granville,  has  put  forth  a  plan  of  an  industrial  university, 
which  sets  forth  the  pressing  and  common  need,  so  forcibly,  that 
we  copy  the  larger  portion  of  it."     (N.  Y.  Tribune,  Sept.  4,  '52. 

An  editorial  in  the  North  American,  (the  oldest  paper  in 
Philadelphia),  on  education  and  agriculture,  said  to  be  written 
by  Judge  Conrad,  says:  "We  have  been  gratified  by  the  perusal 
of  an  address  delivered  by  Prof.  J.  B.  Turner,  of  Jacksonville, 
Ills.,  before  a  convention  of  farmers  held  in  that  State,  in  sup- 
port of  the  establishment  of  a  university,  in  which  agriculture 
and  the  sciences  shall  be  made  a  special  branch  of  study.  His 
suggestions  are  urged  witli  zeal  and  ability,  and  his  arguments 
are  convincing,  as  to  the  need  and  importance  of  such  institu- 
tions.   There  is  no  subject  more  worthy  of  the  highest  effort  of  the 

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103 

human  intellect,  nor  one  which  has  been,  till  recently,  so  culpably 
disregarded,  if  not  condemned. 

To  secure  the  diffiusion  and  practical  application  of  agricul- 
tural science,  it  seems  necessary  that  it  should  be  interwoven 
with  general  education,  and  its  acquisition  made  an  object  of 
early  pride  and  animated  ambition. 

Were  this  result  attained  by  such  institutions,  as  are  sug- 
gested bj  Prof.  Turner,  the  consequences  would  be  not  only  an 
early  application  of  science  to  agriculture,  but  valuable  additions 
to  the  stock  of  knowledge,  induced  by  stimulated  enquiry  and 
experiments. 

It  cannot  be  doubted  that  with  the  advance  of  agricultural 
science  we  should  witness  an  almost  incredible  increase  of  produc- 
tion. The  condition  of  the  farmer  would  be  improved  to  opu- 
lence, and  the  increased  means  would  be  attended  with  enlarged 
ability  and  leisure,  that  encourage  devotion  to  the  pursuits  and 
tastes  that  elevate  and  refine  the  intellect  and  character. 

The  triumph  of  a  republic  can  only  be  successfully  achieved 
and  permanently  enjoyed  by  a  people,  the  mass  of  whom,  are  an 
enlightened  yeomanry,  the  proprietors  of  the  land  they  till,  Too 
Independent  to  Be  Bought,  Too  Enlightened  to  Be  Cheated, 
and  Too  Powerful  to  Be  Crushed. 

The  proposition  of  Prof.  Turner,  seems  to  be  entitled  to 
peculiar  and  favorable  consideration,  and  it  is  urged  with  a  force 
of  argument  and  eloquence  that  cannot  fail  to  secure  it.  His  ad- 
dress displays  a  full  acquaintance  with  the  subject,  and  his  views 
are  practical  as  well  as  profound,  and  are  conveyed  with  eleva- 
tion of  style  and  earnestness  of  purpose.  It  is  impossible  to  read 
his  remarks  without  realizing  the  importance  of  connecting  agri- 
culture, as  a  special  subject  witli  the  course  of  American  study. 
It  is  desirable  as  a  corrective  of  the  delusion,  that  induces  so 
general  a  rush  into  what  are  termed — not  from  any  pecuniary 
promise — the  liberal  professions.  Agriculture  cultivated  to  its 
highest  capacity,  demands  a  mind  as  large  and  well  stored  as  the 
liberal  professions,  and  is  at  least  equal  to  any  human  pursuit 
in  intellectual  and  moral  elevation.  Liberally  taught,  it  would 
become  an  object  of  ambition  to  those  youths  who  now  yearly 

(103) 


104 

swell  the  unhappy  hosts  that  over-crowd  the  professions.  By 
making  agriculture  a  liberal  pursuit;  by  connecting  it  with  sci- 
ence, (as  it  is  already  associated  with  all  that  is  most  beautiful 
in  literature)  ;  by  elevating  and  refining  it,  it  would  be  rendered 
a  noble  amusement  to  the  luxurious — a  noble  distinction  to  the 
earnest  and  ambitious.  This  has  already  been  done  to  some 
extent;  it  remains  that  a  system  of  education  should  render  it 
general." 

Says  Dr.  Lee,  the  able  and  talented  editor  of  the  Southern 
Cultivator,  the  leading  monthly  periodical  of  the  Southern  plan- 
in"  interest,  published  at  Augusta,  Georgia,  in  reply  to  a  letter 
enquiring  for  some  practical  agricultural  school  for  the  sons  of 
the  planters,  which  letter  he  says,  he  publishes  as  a  "fair  sample 
of   scores    of   similar  letters  received  everv  month:"     "There  is 
not  a  good  agricultural  school  in  the  United  States.    The  truth  is,, 
the  American  people  have  yet  to  commence  the  study  of  agricul- 
ture as  the  combination  of  many  sciences.     Agriculture  is  the 
most  profound  and  extensive  profession  that  the  progress  of  so- 
ciety and  the  accumulation  of  knowledge  have  developed.     This 
is  why  the  popular  mind  is  so  long  in  grasping  it.     Whether  we 
consider  the  solid  earth  under  our  feet,  the  invisible  atmosphere 
which  we  breathe,  the  wonderful  growth  and  decay  of  all  plants 
and  animals,  or  the  light,  the  heat,  the  cold,  or  the  electricity 
of  heaven,  we  contemplate  but  the  elements  of  rural  science.    The 
careful  investigation  of  the  laws  that  govern  all  ponderable  and 
imponderable  agents,  is  the  first  step  in  the  young  farmer's  edu- 
cation.    To  facilitate  his  studies,  he  needs,  as  he  pre-eminently 
deserves,  a  more  comprehensive  school  than  this  country  now 
affords.     We  notice  a  plan  for  an  industrial  university,  &c,  by 
Prof.  J.  B.  Turner,  of  Jacksonville,  Ills.     This  subject  is  begin- 
ning to  take  a  strong  hold  upon  the  minds  of  the  people,  and  we 
are  glad  to  see  gentlemen  of  the  talents  and  influence  of  Prof. 
Turner,  lending  a  helping  hand  to  put  a  ball  in  motion,  which, 
ultimately,  will  sweep  down  all  opposition.     This  plan  of  Prof. 
Turner,  is  full  of  valuable  practical  suggestions,  and  the  memorial 
which  accompanies  it,  or  a  similar  one,  should  be  forced  upon  the 


(104) 


105 

attention  of  the  General  Government,  and  of  every  state  in  the 
Union." 

But  these  extracts  must  suffice  to  show  both  the  interest 
taken  in  the  general  subject  abroad,  and  also,  in  that  particular 
aspect  it  has  assumed  in  this  state,  as  presented  in  the  report  of 
the  first  convention  held  at  Granville. 

Does  any  one  now  doubt  that  we  are  encouraged  to  go  for- 
ward? With  what  unexpected  and  almost  fearful  velocity,  the 
darkness  has  sped  away  before  the  light  in  one  short  year !  The 
interest  of  mechanics  and  mechanical  institutes  and  associations 
in  this  matter,  is  no  less  intelligent,  marked  and  decisive,  than 
that  of  their  agricultural  brethren,  though  they  have  fewer 
organs  and  advocates.  Why  should  we  halt  in  our  career?  What 
have  we  to  fear?  We  and  our  cause,  are  at  this  moment  stronger 
than  all  the  legislatures,  and  congresses,  and  colleges  on  the 
continent,  even  if  they  were  all  pitted  against  us.  But  the  great 
majority  of  them  are  most  warmly  and  efficiently  for  us.  They 
are  our  ablest  and  most  valued  advocates  and  friends.  There 
may  be  "old  fogies"  among  them :  so  there  are  among  us :  these 
fossil  remains  of  a  prior  formation  always  will  exist  everywhere. 
It  is  well  they  do;  for  without  them  we  should  never  be  able  to 
demonstrate  the  floods  of  darkness  and  prejudice  that  have,  in 
past  ages,  deluged  the  human  mind.  In  this  case,  there  are  no 
more  of  these  old  conservatives,  now  extant,  than  will  be  really 
needed  by  our  new  universities  as  cabinet  specimens  of  a  monkish 
age  just  gone  by.  They  will  serve  as  a  connecting  link 
between  the  mummies  of  the  catacombs,  and  the  whirling,  buzzing, 
living,  lightning  world  of  our  own  time.  Some  few  of  these  phil- 
osophical owls  affect  to  be  greatly  distressed  lest  a  war  of  classes 
and  professions  should  be  provoked  in  this  effort,  because,  for- 
sooth, we  are  obliged  to  speak  distinctly  and  decidedly  of  the 
peculiar  wants,  duties  and  rights  of  the  different  classes  of  society. 
Now  the  history  of  the  whole  world  shows  there  never  was  and 
never  could  be  such  a  war  of  classes  incited  by  any  means  what- 
ever, in  any  State  or  community,  unless  there  was  ample  and 
justifiable  reason  for  it;  and  whenever  such  reasons  may  exist, 
the  sooner  such  a  war  comes,  the  better,  if  the  unjust  causes  are  not 

(105) 


io<; 

at  once  removed.  Do  these  alarmists,  then,  pretend  thai  any 
such  causes  exist  in  this  country,  connected  with  the  scheme  of 
industrial  and  professional  education?  We  do  not  believe  it; 
such  an  assumption  is  a  slander  upon  the  institutions  of  the 
country,  as  well  as  the  men  in  it.  So  far  from  it,  no  other  single 
subject  could  be  named,  to  which  the  whole  heart  of  all  the  free- 
men of  this  Republic,  of  all  classes  and  professions,  would  so 
spontaneously  and  unequivocally  respond.  Let  those  who  always 
take  a  step  in  advance,  as  though  the  whole  continent  were  paved 
with  rotten  eggs,  tread  as  carefully  as  they  please:  but  let  those 
who  are  men,  advance  like  men,  with  fearless  step,  as  if  on  the 
green,  solid  earth,  amid  brave  and  generous  freemen  like 
themselves. 

That  such  a  measure  should  in  any  possible  respect  injure 
and  retard  any  other  institution  or  interest  of  any  value  to  man- 
kind,  is,  clearly  impossible:  but  that  it  should  necessarily 
increase  the  means  and  instruments,  and  exalt  the  utility  and 
power  of  good  in  all  such  institutions  and  interests,  is  equally 
evident,  and  is  seen  and  felt  by  all  the  best  minds  in  all  classes  in 
the  nation. 

That  there  are  always  great  and  eminent  dangers  attending 
their  incorporation,  all  thinking  men  well  know.  If  consigned 
to  corruption,  imbecility  and  folly  in  any  of  the  several  States, 
(as  some  similar  institutions,  doubtless  have  been),  the  money 
expended  in  the  endowment  will  be,  of  course,  perverted,  or  lost. 
But  is  this  necessary?  Is  there  not  wisdom  enough,  and  patriot- 
ism enough  in  Congress  and  in  the  several  States  combined,  to 
preclude  the  probability,  if  not  the  possibility  of  any  such  per- 
version or  abuse?  Or,  if  errors  should  occur,  and  loss  and  damage 
in  some  cases  ensue,  would  not  experience,  and  the  example  of 
other  States  correct  the  evil,  and,  ultimately,  each  free  State 
learn  to  control,  wisely,  the  means  indispensable  to  its  own  educa- 
tion, development  and  welfare?  If  not,  then,  they  are  obviously 
not  yet  tit  for  self  government,  which,  necessarily,  implies  self 
education. 

In  the  grant  of  lands,  Congress  has  the  right,  and  doubtless, 
ought  to  prescribe  some  uniform,  wise  and  patriotic  conditions 

(106) 


107 

to  the  grant,  which  should,  as  far  as  possible,  place  it,  in  all  com- 
ing time,  beyond  the  reach  of  all  partisan,  local  and  sinister  pas- 
sions, interests  and  impulses,  and  leave  it  only  in  the  hands  of  the 
"sober,  second  thought,"  of  the  people  of  the  several  States, 
through  the  proper  Courts  and  Commissioners,  or  regents  ap- 
pointed for  the  purpose,  and  well  qualified  for  the  trust, 

It  appears,  from  the  report  of  President  Hitchcock,  of 
Amherst  College,  to  the  Massachusetts  Legislature,  that  there 
are,  in  Europe,  352  such  institutions;  many  of  which  he  visited, 
and  all  of  which  exert  a  powerful  and  salutary  influence,  by  the 
diffusion  of  intelligence,  and  by  the  improvement  of  these  time 
honored  arts.  In  France  there  are  75  under  government  patron- 
age. To  one  of  these  she  made  appropriations,  in  1849,  of  half  a 
million  dollars.  Another  has  already  graduated  COO  well  edu- 
cated agriculturalists,  who  immediately  found  honorable  and 
lucrative  situations  at  the  head  of  their  professions.  Monarcliial 
Russia  has  68  of  these  schools,  some  of  which  are  of  a  high  order, 
and  superior  to  those  in  other  lands !  Cannot  each  of  our  con- 
federated republics  afford  one  such  institution? 

The  Hon.  M.  P.  Wilder,  in  the  same  address  quoted  above, 
estimates  the  annual  loss  of  the  single  State  of  Massachusetts  in 
the  one  product  of  her  cereal  grains,  for  want  of  the  knowledge 
and  skill  which  such  institutions  alone  can  impart,  at  two 
millions  of  dollars. 

This  would  give  to  the  Union,  at  the  same  rate,  on  this  single 
product,  an  annual  loss  of,  at  least,  sixty  millions  of  dollars. 

A  gentleman  who  has  great  practical  experience,  in  the  line 
of  stock,  dairy,  &c,  in  Massachusetts,  reports  the  loss  through 
the  same  ignorance  and  unskillfulness  in  these  interests  of 
Massachusetts,  alone,  at  15  millions  of  dollars. 

(See  Patent  Office  Reports,  1851,  page  28). 

This  would  give  to  the  thirty  States,  if  Massachusetts  be 
taken  as  an  average,  an  annual  loss  of  450  millions  of  dollars, 
in  another  single  department. 

In  other  departments  of  agriculture,  and  in  all  our  buildings?, 
improvements  and  use  of  mechanical  skill  and  labor,  it  is  no 
better,  and  in  many  respects,  even  worse,  as  every  intelligent  man 

do?) 


108 

will  admit.  Surely,  then,  if  these  things  are  so,  is  it  true  that 
"for  lack  of  knowledge  the  people  perish,"  as  well  in  their  tem- 
poral as  their  eternal  interests.  Both  are  governed  by  the  same 
law  and  are  bound  to  the  same  fate,  like  the  bodies  and  souls  of 
men. 


PROPOSED  PLAN  OF  ACTION 

Let  every  Agricultural  Society  and  every  Mechanics'  Insti- 
tute, every  State  and  every  neighborhood,  at  once  procure  Resolves 
of  their  corporations,  or  the  signatures  of  their  friends,  and  for- 
ward to  Congress  the  following  petition  or  one  of  similar  form,  and 
adopt  suitable  petitions  for  and  from  their  State  Legislatures,  and 
forward  to  the  Chief  Executor  of  the  League  a  copy  of  the  same. 

The Would  respectfully  petition  your  honorable 

body  for  a  grant  of  Congress  Lands  to  each  State  in  the  Union  to 
endow  therein  an  Industrial  University  for  the  liberal  and  prac- 
tical education  of  the  Industrial  classes  in  their  several  pursuits 
and  professions  in  life.  Said  grant  to  be  not  less  in  value  than 
five  hundred  thousand  dollars  to  each  State,  and  to  be  held  in 
trust  for  the  above  uses,  accompanied  by  such  conditions  and 
restrictions  in  the  terms  of  the  grant,  as  shall  in  the  wisdom  of 
Congress,  be  needful  in  order  to  secure  this  trust  forever  to  the 
uses  aforesaid,  and  to  prevent  as  far  as  practicable  in  all  coming 
time  the  possibility  of  such  trusts  being  diverted  from  their  proper 
object,  or  made  subservient  to  any  local,  partisan,  or  sectarian 
end  inconsistent  with  the  appropriate  use  of  such  trust. 


MEMORIAL 

To  the  Honorable  the  Members  of  the  Senate  and  House  of  Repre- 
sentatives of  the  State  of  Illinois : 

The  undersigned,  citizens  of  this  State,  regarding  with  admir- 
ation the  facilities  which  the  civilized  world  at  present  affords 
for  the  liberal  education  of  the  members  of  the  learned  and  mili- 
tary professions,  and  justly  appreciating  the  benefits  which  they 
have  derived  therefrom  in  their  pursuits  in  life,  desire  the  same 

(108) 


109 

blessing  for  ourselves,  and  our  children,  and  for  each  and  all 
the  members  of  the  industrial  classes  of  this  State.  We,  there- 
fore, would  humbly  pray  your  honorable  bodies  so  to  dispose  of 
the  Fund  given  by  the  General  Government  to  this  State  for  the 
advancement  of  learning,  that  a  State  University  may  be  endowed 
with  ample  means  for  the  liberal  and  practical  education  of  all 
classes  in  society,  each  in  their  own  several  pursuits  in  life;  and 
that  these  funds  may  be  immediately  committed  to  a  Board  of 
Trustees  for  this  purpose  in  general  accordance  with  a  plan  of 
the  Convention  already  approved  by  large  numbers  of  our  most 
intelligent  and  patriotic  citizens. 


DESIGN 
OF    THE    INDUSTRIAL    LEAGUE  OF   ILLINOIS 


OFFICERS 

Principal  Director, 
J.  B.  TURNER,  Jacksonville 

Associate  Directors, 

John  Gage,  Lake  Co.  Bronson  Murray,  LaSalle  Co. 

L.  S.  Pennington,  Whiteside  Co.  J.  T.  Little,  Fulton  Co. 

Wm.  A.  Pennel,  Putnam  County. 

I.  There  are  now  in  the  hands  of  the  State  of  Illinois, 
$150,000  in  money,  and  about  seventy-two  sections  of  land  selected 
at  an  early  period,  and  probably  worth  as  much  more. 

II.  The  land  and  money,  was  donated  by  the  General  Gov- 
ernment, to  this  State,  as  a  trust  fund,  apart  from  and  independent 
of  the  Common  School  Fund. 

III.  With  this  fund  the  State  is  required  by  Congress  to 
establish  a  State  University  or  High  Seminary  of  learning. 

IV.  The  members  of  this  industrial  league  are  such,  and 
«uch  only,  of  the  inhabitants  of  the  State  of  Illinois,  as  desire  that 
when  this  State  Seminary  is  established,  it  shall  be  upon  the 
following  rational  and  impartial  principles : 

(109) 


110 

V.  It  shall  be  designed  to  furnish  to  the  great  Industrial 
classes  of  the  State,  our  Farmers,  Merchants  and  Mechanics,  each 
in  their  own  sphere,  the  same  thorough,  liberal,  and  practical 
education  in  those  various  sciences  underlying  their  several  pur- 
suits, and  in  all  processes,  principles,  and  arts  connected  there- 
with, as  our  colleges  and  professional  schools  now  afford  to  their 
students  of  Theology,  Medicine,  Law,  and  the  art  of  War;  and 
shall  be  provided  with  all  needful  apparatus,  lands,  grounds, 
gardens,  animals,  drawings,  models,  instruments  and  engines,  for 
the  proper  elucidation  of  the  same — as  other  schools  are  pro- 
vided with  their  necessary  apparatus. 

To  combine  the  friends  of  this  interest,  The  Industrial 
League  of  Illinois  was  incorporated  by  the  Legislature,  Febru- 
ary, 1853. 

1st.  With  a  capital  of  |20,000,  to  be  raised  by  members,  fees 
and  donations; 

2d.  With  a  Board  of  one  chief  Director  and  five  associates; 
whose  office  it  shall  be 

3d.  To  print  and  distribute  books,  pamphlets,  and  papers, 
explaining  the  advantages  and  necessity  of  this  system  of 
education. 

4th.  To  employ  lecturers  to  visit  all  parts  of  the  State  for 
the  same  purpose,  and  to  appoint  agents  for  making  collec- 
tions, &c. 

5th.  To  circulate,  and  present,  to  the  Legislature  and  to 
Congress,  petitions,  urging  the  adoption  of  this  plan  for  a  Uni- 
versity and  the  liberal  endowment  thereof  by  Congress  lands  and 
by  State  funds  in  each  State  in  the  Union. 

6th.  To  receive  from  each  member  ten  cents  admission,  and 
ten  cents  annual  subscription,  with  fee  for  diploma  and  such 
voluntary  donations  as  may  be  contributed. 

7th.  The  funds  so  collected  to  be  applied  to  the  payment  of 
lecturers,  agents,  and  officers,  (other  than  Associate  Directors, 
who  shall  receive  no  compensation  for  services),  to  the  payment 
of  printing  and  such  incidental  expenses  as  shall  be  approved 
by  the  Board :  and  on  the  establishment  of  a  Universitv  as  herein 


(no) 


Ill 

contemplated,  any  surplus  funds  in  the  treasury  to  be  paid  over 
to  the  treasury  of  such  University. 

8th.  Members  of  the  Industrial  League,  who  desire  it,  may 
withdraw  from  their  membership  upon  giving  notice  to  any  agent 
of  the  Board,  provided  their  dues  are  all  paid,  including  those  for 
the  year  in  which  they  withdraw. 

9th.  The  year  of  the  League  commences  with  the  first  day  of 
each  January. 

(The   undersigned    hereby  enter  their  names    as  members  of  the  "Industrial  League  of 
Illinois,"  from  the  date  set  opposite  their  names.) 


(Ill) 


BOOKS  AND  ARTICLES 

PUBLISHED   BY 

THE  CORPS  OF  INSTRUCTION 

OF   THE 

UNIVERSITY  OF  ILLINOIS 

BETWEEN 

MAY  1,  1909,  AND  MAY  1,  1910 


115 


Ackert,  James  Edward — 

"Some  Observations  upon  a  Family  of  White-Footed  Mice  (Peromys- 
cus   leucopus,   Rafin.)"    Nature-Study   Review.     Urbana,    111.   Vol. 
VI,  No.  5.  pp.  132-135-     May,  1910. 
Adams,   Charles   C. — 

"Isle  Royale  as  a  Biotic  Environment."     Ann.  Rep.  Mich.  Geol.  Survey 

for  1908.  pp.   i-53- 
"The  Ecological  Succession  of  Birds."    Ann.  Rep.  Mich.  Geol.  Survey 
for  1908.  pp.  121-154.     (Reprinted  with  additions  from  "The  Auk", 
25,  pp.  109-153.   1908). 
"The  Coleoptera  of  Isle  Royale,  Lake  Superior,  and  their  Relation  to 
the  North  American  Centers  of  Dispersal."    Ann.  Rep.  Mich.  Geol. 
Survey  for  1908.  pp.   157-215. 
"  "Annotations  on  Certain  Isle  Royale  Inverterbrates."    Ann.  Rep.  Mich. 

Geol.    Survey   for    1908.   pp.   249-277. 
"  "Notes  on  Isle  Royale  Mammals  and  their  Ecological  Relations."    Ann. 

Rep.   Mich.   Geol.    Survey   for   1908.     pp.   389-422. 
Allison,  F.  G 

See  Gill,  F.  W. 
Alvord,  Clarence  Walworth — 

Kaskaskia  Records,   1 778-1790,  being  Virginia   Series  Vol.  II.,  Collec- 
tions of  the  Illinois  State  Historical  Library,  Volume  IV.  Spring- 
field, 1909.  pp.  681. 
Illinois  :  The  Origins.  Military  Tract  Papers  No.  3,  Macomb,  111.,  1910. 
(6000). 
"  "The   Study  of  Western   History  in   our   Schools",  History  Teachers' 

Mag.,  Vol.   I,   No.  2,  October,   1909.    (1000). 
Bagg,  Rufus  Mather,  Jr. — 

"The  Roosevelt  Deep  Drainage  Tunnel,  Colorado  "     Eng'g.  and  Min. 

Jour.,  Nov.  2j,  1909.  pp.  1061-1062.  (Figures  in  text). 
Casts   of   Foraminifers    in   the   Carboniferous   of   Illinois."      111.    State 
Geol.  Survey  Bull.  No.  14.     (Year  Book  for  1908).    May,  1910.  pp. 
263-271,  pi.  v. 
Bagley,  W.  C. — 

"Recent  Studies  on  Periodicity  in  Mental  Development."     Psych.  Bull. 

Baltimore,  Vol.  VI,  pp.   188-193.     June  15,   1909. 
"Education  and  Utility."     Bull.  Eastern  111.  State  Normal  School,  No. 

26,  Oct.   1,   1909,  pp.  20. 
"Modern    Education    and    Moral    Development."     (Address    delivered 
before  Minn.  State  Educational  Assoc.)  Publ.  by  Association,  1910. 

(ii5) 


116 

Bagley,  W.   C. — 

"  "A  Plea  for  the  Definite  in   Education."     School   and   Home   Educa- 

tion, Vol.  XXIX,  pp.  255-267,  April,  1910.  (An  address  delivered 
before  the  Central  Illinois  Teachers'  Association.) 

"  "The   Indianapolis   Meeting  of  the   Department   of    Superintendence." 

Journal  of  Educational  Psychology,  Vol.  I,  pp.  173-177,  March,  1910. 

Baker,  Ira  O. — 

"A  Treatise  on  Masonry  Construction."  10th  edition  revised  and  re- 
written.    John  Wiley  &  Sons,  New  York,  1909,  pp.  8  vo.  xv,  745. 

Baldwin,  E.  C. — 

"Grace    Abounding"    by    John    Bunyan.      Ginn,    Boston,    Mass.,    1910. 
pp.  xx,  148. 

Balzer,  G.  P. — 

See  Carman,  A.  P. 

Barnhart,  J.  M. — 

"A  Modified  Method  for  the  Determination  of  Salt  in  Butter."  Chem- 
ical Engineer,  Vol.  X.  pp.  165-166,  Nov.  1909. 
See  Lee,  C.  E. 
Bartow,  Edward — 

"Character  and  Composition  of  the  Incrustation  from  Discharge  Pipe 
at   Quincy,   Illinois."     Proc.   of   the   Amer.   Water   Works   Assn., 
1908,  pp.  172-178. 
"  "Pure  Water  on  the  Farm".     Orange  Judd  Farmer,  Chicago,  August 

28,  1909,  pp.  174-176. 
"  "The  Hardness  of  Illinois  Municipal  Water  Supplies."     Report  of  the 

111.  Soc.  of  Engineers  and  Surveyors,  1908,  pp.  213-220. 
"Relation   of  the   State  Water   Survey  to   Municipal  Water   Works." 
Proc.  of  the  111.  Water  Supply  Assn.     1909,  pp.  39~43- 
"  "Suggested  Disposal  of  Drainage  at  Tolono,  Illinois."     Proc.  of  the 

111.  Water  Supply  Assn.,  1909.,  pp.  160-164. 
"  "Water  Problems  of  Illinois  and  Neighboring   States."     Amer.  Jour, 

of  Pub.  Hygiene,  Vol.  XIX,  No.  3.  August  1909,  pp.  489-49"- 
"Methods  of  Water  Analysis."     First  Report  of   the  Lake  Michigan 

Water  Commission,   1909,  pp.  96-106. 
"Report  of  Water  Conditions  in  Illinois."     First  Report  of  the  Lake 

Michigan  Water  Commission,   1909,  pp.  40-63. 
"Chemical  and  Biological  Survey  of  the  Waters  of  Illinois,  Report  for 
1908."    Bull.  Univ.  of  111.,  Water  Survey  Series  No.  7,  1909,  pp.  200. 
"  "The  Boiler  Water."    Proc.  of  the  Amer.  Water  Works  Assn.,  1909,  pp. 

495-504. 
"Water    Problems   of    Mexico."     Proc.    of   the   Amer.   Water   Works 

Assn.,  1909,  pp.  711-732. 
"The  Relation  of  the  Typhoid  Fever  Death  Rate  to  the  Water  Sup- 
plies of  Illinois."    Journal  of  Amer.  Pub.  Hygiene,  1910,  pp.  43-50- 

(116) 


117 

and  Udden,  Parr,  and  Palmer — 

"The  Mineral  Content  of  Illinois  Waters."     Bull.  Univ.  of  111.,  Water- 
Survey  Series  No.  4,  1908,  pp.   192. 
and  Rogers,  J.  S. — 

"Determination   of   Nitrates   by    Reduction   with   Aluminum."     Amer. 
Jour.  Pub.  Hygiene,  Vol.  XIX,  No.  3,  Aug.  1909,  pp.  536-545- 
Bauman,   Frederick — 

"Gonorrhoea,  its  diagnosis  and  treatment."  pp.  208,  Appleton,  N.  Y.,_ 

1910. 
"Science    and   Medicine    with    special    reference    to    the    treatment   of 
syphilis  and  gonorrhoea."  pp.  12.    Medical  Record,  July  3,  1909. 
Bevier,  Isabel — 

"Theory  and  Practice  in  Jelly-Making."     Good  Housekeeping,  Spring- 
field, Mass.,  June,  1909.  2^  pages. 
Bogart,  E.  L. — 

"Recent  Books  on  Economics."     The  Forum,  June,  1909.     New  York. 
"Practical    Economics."    Chicago :   The   LaSalle   University    Pub.    Co., 

1910.  pp.  164. 
"Chronique  financiere  annuelle  des  etats  Unis."     Revue  de  Science  et. 
de  Legislation  financieres,  Dec.  1909,  pp.  595-612.     Paris. 
Bode,  B.  H  — 

"Au  Outline  of  Logic."    Holt,  N.  Y.  1910.  pp.  VI,  324. 
Brooks,  I.  S. — 

See  Lloyd,  J.  W. 
Brooks,  John  P. — 

"Stone  and   Brick  Masonry."     Radford's  Cyclopedia  of  Construction, 
Chicago,  Vol.  IV.  pp.  1-90. 
Brooks,  N.  C. — 

"Some  New  Texts  of  Liturgical  Easter  Plays."  Jour,  of  Engl,  and  Ger. 

Philology,  Urbana,  Vol.  VIIL,  pp.  463-488.  Oct.  1909. 
"German    Hymns    in   the    Church    Service   before    the    Reformation." 
Modern    Language    Notes,     Baltimore.     Vol.    XXV.,    pp.    105-108. 
April,  1910. 
Brown,  Richard  H. — 

"The  Tonsil  Question."     Illinois  Medical  Journal,  Vol.  XVI.,  No.  6, 
pp.  698-704. 
Byford,  Henry  T. — 

"The    Significance    of    Peritorical    Adhesions    Following    Operations." 
Surgery,  Gynecology  and  Obestetrics.    Chicago.    Vol.  VIII,  No.  6. 
PP-  5/6-5/8.     1909.    Trans.  Amer.  Gynecological  Soc.  1909.  Vol.  34. 
"  "Vaginal    Hysterectomy    for    Carcimona    of    the    Cervix."      Southern 

Med.  Jour.  Nashville,  Vol.  II,  pp.  549-551-    Trans.  Southern  Surg. 
and  Gyne.  Soc,  1909.  Vol.  21. 
"  "Practitioner  and  Specialist."    Chicago  Med.  Rec.  Chicago,  pp.  813-817- 

Dec.   1909. 

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118 

Bvford,  Henry  T. — 

"  Memorial  Address  upon  Thaddeus  A.  Remy,  M.D.,  LL.D.     Trans,  of 

Amer.  Gyne.  Soc.     Vol.  34,  1909.     pp.  641-643. 
Carman,  A.  P. — 

"Electromagnetic  Induction."     Part  of  "A  Text-Book  of  Physics"  by 
six    authors,    2nd    edition,    pp.    599-646,    1909.    Phila.     Blakiston's 
Sons  Co. 
and  Balzer,  G.  J. — 

"The  Effect  of  Pressure  on  the  Electrolytic  Rectifier."     (Abstract)    1 
page.     Physical  Review,  N.  Y.,  Feb.  1910. 
Carman,  A.  P. — 

"The  Laboratory  of  Physics."     "The  Technograph."     1909,  pp.  5. 
Carnahan,  D.  H. — 

"Jean  d'Abundance : — A  Study  of  his  Life  and  Three  of  his  works." 
University   of   Illinois    Studies.     Vol.    Ill,   pp.   221-351.    Sept. 1909. 
See  Lincoln,  A.  T. 
Charles,  F.  L. — 

"Some  Observations  on  Robin  Nests."    Transactions  111.  State  Academy 

of  Science,  Vol.  II,  1909.  pp.  27-32. 
"Agricultural  Lessons."     Woodford    County     (111.)     School     Bulletin 

(monthly).     1909-1910.  pp.   15. 
"Nature-Study    Department    (1910)    School    Century    (monthly),    Oak 

Park,   111.     pp.   358-360,   410-41 1. 
Editor  Nature-Study  Review  since  January  1,  1910. 
Editorial   and  other   Contributions  to  Nature-Study  Review,   January 
to  May,  1910.     (Vol.  6)  pp.  1-4,  46-48,  68-69,  81-84,  87-92,  107—109, 
114-115. 
Clark,  George  L. — 

"The  Test  of  Conversion,"  Univ.  of  111.  Bulletin   No.  32,  College  of 
Law.     June  16,  1909,  8  pages. 
Clement,  J.  K. — 

See  Garland,  C.  M. 
Colvin,  S.  S. — 

"Methods  of  Determining  Ideational  Types."     Psychological  Bulletin, 

July,   1908,  6,000  words. 
"Ideational  Types  of  School  Children."     Pedagogical   Seminary,   Sep- 
tember, 1909,  5,000  words. 
"Studies  From  the  Psychological  Laboratory  of  the  University  of  Illi- 
nois."    No.  1.   (Editor)  Psychological  Monographs  of  the  Psycho- 
logical Review,  Vol.  XII,  pp.   177. 
"The  Color  Perception  of  Three  Dogs,  a  Cat  and  a   Squirrel."    (with 
C.  C.  Burford), Studies  from  the  Psychological  Laboratory,  pp.  49. 
"Tfie   Development  of   Imagination   in    School   Children."    (with   E.   J. 
Myers),  Studies  from  the  Psychological  Laboratory,  pp.  42. 

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119 

€olvin,  S.  S. — 

"  "Some  Facts  in  Partial  Justification  of  the  Dogma  of  Formal  Disci- 

pline."   Bulletin  of  the  School  of  Education.     No.  2,  Oct.  17,  1909. 
Second  revised  edition.     Feb.  28,  1910,  pp.  36. 

Crathorne,  A.  R. — 

"Senet's  Lehrbuch  der  Differential-und  Intergralrechnung."  Bulletin 
of  the  American  Mathematical  Society.  N.  Y.  Vol.  XV.  pp.  140-2. 
Dec,  1908.     Continued  in  Vol.  XVI,  pp.  377"9-     April,  1910. 

"  "Schafheitlin's  Theorie  der  Besselschen  Funktionen."     Bulletin  of  the 

Amer.  Math.  Soc.  Vol.  XVI,  p.  385,  April,  1910. 

"  "Essay  on  the   Fourth   Dimension."     One   of   a  collection   of  twenty 

essays  bound  under  the  title  "The  Fourth  Dimension  Simply  Ex- 
plained," Minn.,  1910.  pp.  154-163. 

"  "An  Expression  of  the  Bending  Moment  at  the  Supports  of  a  Con- 

tinuous Girder."     Science,  Vol.  XXXI,  pp.  675-6.     April  29,  1910. 
See   Rietz,  H.   L. 

Ckawshaw,  F.  D. — 

"Problems  in  Woodturning."     Manual  Arts    Press,   Peoria,  111.,   1909, 
pp.  60. 
"  "Metal  Spinning."     Popular  Mechanics  Co.,  Chicago,  111.,  1909,  pp.  ~J2. 

•and  G.  H.  Willard — 

"Pattern   Making."      Popular   Mechanics    Co.,    Chicago,   111.,    1909.   pp. 

189-208. 
Curtiss,   Richard   S. — 

"Analyse  und  Konstitutionsermittelung  organischen  Verbindungen,  von 

Dr.  Hans  Meyer   (J.  Springer,  1909)   Review.  Jour.  Amer.  Chem. 

Soc.  31.   pp.  605-6.  May,  1909. 
"Condensations  in  the  Mesoxalic  Ester  Series."    Paper  Detroit  Meet- 
ing Amer.  Chem.  Soc.  June,  1909.    Abstract  in  Science,  p.  30,  1909. 
and  Spencer,  F.  Grace. — 

"The  Action  of  Alcohols,  Acids,  and  Amines  on  Methyl  Oxomalonate." 

Jour.  Am.  Chem.  Soc.  31.  pp.  1053-57.     Sept.,  1909. 
"Methyl    Phenyliminomalonate    and   its    Reactions.      Paper    at    Boston 

Meeting  of  the  Amer.  Chem.  Soc,  Jan.,  1910.    Abstract  in  Science, 

31,  p.  315.   1910. 
Davenport,  E. — 

"Education  for  Efficiency."     D.  C.  Heath  &  Co.,  Boston,  184  pages. 
"Unity  in  Education  and  Its  Preservation  While  Meeting  the  Demands 

for   Industrial    Training."     Published  in   the    1909  Report  of  the 

National  Educational  Association,  pp.   18. 
"The    Young   Man    and    the   College    of   Agriculture."     Farm    Home, 

September,  1909,  pp.  5. 
"The  Distribution  of  Trotting  Records."     The  Horseman  and   Spirit 

of  the  Times,  Chicago,  Nov.,  1909.  pp.  7. 
'Why  Food  is  Costly."     Good  Housekeeping,  April,  1910. 

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120 

Davenport,  E. — 

"  "The    Development    of    Agriculture    by    Organized    Effort."      Trans. 

Mass.  Agr.  Soc,  Dec.,  1909.  pp.  10. 
"The    Future    of    Agricultural    Engineering."      Illinois    Agriculturist, 

December,  1909.  pp.  2. 
"Heredity  Problems :   I.  How  the  Offspring  Compares  with  the   Par- 
ent."    Breeder's  Gazette,  Dec.  22,  1909.  pp.  5. 

II.  Regression,  or  The  Inability  of  the  Parent  to  Completely 
Control  the  Character  of  the  Offspring."  Breeder's  Gazette,  Chi- 
cago, Dec.  29,  1909.  pp.  4. 

III.  The  Way  of  Descent  or  The  Law  of  Ancestral  Heredity 
and  What  It  Means  to  the  Breeder."    Jan.  4,  1910.  pp.  7. 

"The  Kind  of  Science  on  Which  Breeding  Operations  Rest."  Amer- 
ican Horse  Breeder,  Boston,  Jan.,  1909.  pp.  4. 

"Agricultural  Development  and  Public  Welfare."  Published  by  the 
Commissioner  of  Agriculture,  Albany,  N.  Y.     Jan.,  1910.  pp.  25. 

"Shall  We  Inbreed?"    Breeder's  Gazette,  Feb.  1910.  pp.  2. 

"The  Funk  Family."    The  Farm  Home,  Springeld,  Feb.  1910.  pp.  2. 

"The  College  of  Agriculture :  Its  Past,  Present  and  Future."  Forth- 
coming Vol.  15  State  Farmers'  Institute  Report,  pp.  11. 

"The  Opportunity  of  the  High  School."  The  Educational  Review, 
N.  Y.,  Mar.  1910.    pp.  12. 

"The  Agricultural  Outlook."    The  Illinois  Agriculturist.    April,     pp.  2. 

"Criticism    of    the    Davis    Bill."      School    &    Home    Education.      May, 
1910.     pp.  10. 
Denton,  W.  W. — 

"On  the  osculating  quartic  of  a  plane  curve."  Transactions  of  the 
American  Mathematical  Society.  2d  Series,  Vol.  XV.,  No.  3,  pp. 
297-308.     New  York,  July,  1909. 

Derick,  C.  G. — 

"Review  of  Methods  of  Water-proofing  Concrete  Structures."  Engi- 
neering-Contracting Journal.  Vol.  XXXII.  pp.  175-176.  Sept.  1, 
1909. 

Scientific  Amer.  Supplement  No.  1773.  Vol.  LXVIII,  p.  406-407. 
Dec.  25,  1909. 

See  Noyes,  W.  A. 

Dewsnup,  E.  R. — 

"Railway  Rate  Making  and  Rate  Reforming."     Railway  World,  Vol. 
LIV,  Nos.  10,  11,  12,  13.     March  and  April,  1910. 
Dietrich,    William — 

"Swine."     (Breeding,  Feeding  and  Management ).     Breeder's  Gazette, 

Chicago.     1910.    pp.  312. 
"Feeding  the  Pig."  (Circular  133).     Illinois  Agr.  Exper.  Sta.,  Urbana, 
Oct.  1909.    pp.   19. 

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121 

Dietbich,   William — 

"  "A    Portable    Panel   Fence."      (Circular    132)    Illinois    Agr.    Ex.    Sta., 

Urbana.     Oct.   1909.     pp.   4. 

"  "Success  and  Failure  in  Swine  Feeding."     Breeder's  Gazette,  Chicago, 

Dec.  15,  1909.    pp.  10. 

Drury,  F.  K.  W.— 

"On   protecting   pamphlets."     Library   Journal.     N.   Y.     Vol.   35,   pp. 
1 18-19.     March,  1910. 

Dufour,  F.   O. — 

"Elementary    Steel    Construction."      Radford    Architectural    Co.,    Chi- 
cago, 1909,  pp.  200+38  Plates. 

Duncan,  J.  C. — 

"A   Teacher's   View   of    the    Examiner's    Attitude."     The   Journal   of 
Accountancy,  New  York,  Vol.  8,  No.  5.    pp.  356-361.     Sept.  1909. 

ElSENDRATH,   DANIEL   N. —  • 

"Surgical  Diagnosis."     Second  Edition.     W.  B.  Saunders  &  Co.,  1909. 

pp.  900. 
Post-Operative  Complications."  International  Clinics,  Oct.  1909.  15  pp. 
"Sigmoid  Diverticulitis."     Archives  of  Diagnosis,  Oct.   1909.     pp.  6. 
"Ileus  due  to  Meckel's  Diverticulum."     Annals  of  Surgery,  Dec.  1909. 

pp.  30. 
"Surgical    Treatment    of    Renal    Calculi."      Surgery,    Gynecology    and 

Obstetrics,  April,   1910.     pp.  6. 

Emmett,    A.    D. — 

and  Grindley,  H.  S. — 

"A   Preliminary  Study  of   the  Effect   of   Cold   Storage   on   Beef  and 

Poultry."    First  Communication.    Joul.  Ind.  and  Eng.  Chem.  Vol. 

1,  No.  7,  July,  1909.    pp.  413-436.     Copied  in  National  Provisioner, 

Vol.  41,  1909. 
"A   Preliminary   Study  of   the  Effect  of   Cold   Storage   on   Beef    and 

Poultry."     Second  Communication.     Jour.   Ind.    and   Eng.    Chem. 

Vol.  1,  No.  8,  August,   1909.     pp.  580-596. 
"The    Chemical    Composition   of   the   Wholesale    Cuts    of    Beef    from 

Three  Steers."     Proc.  of  Amer.  Chem.  Soc.  Detroit  Meeting.     Sci- 
ence 30,  764  (1909). 
"The   Influence  of  Cold  Storage  upon  Flesh."     Proc.  of  Amer.   Soc. 

Biol.  Chemists.     May,  1909.     Baltimore  meeting,  p.  156. 
Fairlie,  John  A. —  (with  B.  J.  Ramage  and  others)  — 

Report   of   the   Commissioner   of   Corporations    on   Transportation   by 

Water  in  the  United  States.     Gov't  Printing  Office,  Washington, 

D.  C.     Pt.  I,  July  12,  1909,  pp.  614;  Pt.  II,  July  19,  1909,  pp.  402. 
"Home  Rule   in   Michigan."     Amer.   Polit.   Sci.   Rev.,   Baltimore,  Vol. 
£  IV,  pp.   1 19-123,  February,   1910. 

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122 

Fairlie,  John  A. —  (with  B.  J.  Ramagk  and  others)  — 

"  ''State    Inspection    of    Police."      (Discussion),    Cincinnati    Conference 

for  Good  City  Government,  Nat'l  Municipal  League,  1909. 
Ferguson,  A.  H. — 

"Cruroscrotal  Hernia."    Annals  of  Surgery.     January,  1909. 
"Visceral  Pleurectomy."     Transactions  of  Am.  Surgical  Assoc.     1909. 
"  "Thyroidectomy  for  Exopthalmic  Goitre."     Surgery,  Gynecology  and 

Obstetrics.     March,  1909.     pp.  279-282. 
"Carcinoma  of  the   Pancreas."     Surgery,   Gynecology  and  Obstetrics. 
April,   1910.     pp.  393-395- 
Fitz-Gerald,  J.  D. — 

"A    Reading   Journey    Through    Spain."      The    Chautauquan.      N.    Y. 
Vol.  55  pp.  311-477-     August,   1909. 
"  "Review  of  J.   P.   W.   Crawford :     "The  life  of  Cristobal   Suarez  de 

Figueroa."     The    Romanic    Review,    N.    Y.     Vol.    1,   pp.    101-102. 
January-March,  1910. 

Flom,  G.   T.— 

"History    of    Norwegian    Immigration    to    the    United    States."      The 

Torch  Press.    Cedar  Rapids,  la.     1909,  pp.  407. 
"Fritjofs  Saga  by  Esaias  Tegner,  with  Introduction,  Bibliography  and 

Explanatory    Notes    by    The    Engberg-Holmberg    Pub.    Co., 

Chicago.     1909,  pp.  XXIV,  202. 
"The  Noun-Stems  in  the  Thidhreskssaga."     The  Journal  of  Engl,  and 

Germanic  Philology.     Vol.  IX.     pp.  27-42.     Urbana,  111. 
"The  Noun-Stems  in  the  Thidhreskssaga."     The  Journal  of  Engl,  and 

Germanic    Philology.      Vol.    VIII.      pp.    279-282. 
Review    of    Sproglige    og     Historiske     Afhandlinger     Viede   Sophus 

Bugge  Minde.     The  Journal  of  English  and  Germanic  Philology. 

Vol.  VIII.     pp.  597-692. 
"Review  of  Vestnorsk  Maalfore  Fyre  1350.     The  Jour,  of  Engl,  and 

Germanic  Philology.  Vol.  VIII.,  pp.  602-605. 
Review   of    Carlson's   Swedish   Grammar   and   Reader.     The   Modern 

Language   Notes.     Vol.   XXIV.     pp.  252-253. 

Fraser,  W.  J. — 

"Dairy  Suggestions  from  European  Conditions,  as  seen  in  the  British 
Isles,  Holland,  and  Denmark."     111.  Agr.  Ex.  Sta.  Bull.  No.   140. 
64  pp.     Oct.    1909.     Published  in  conjunction   with   R.  E.   Brand. 
"Fraser,   W.    J.      "The   Economy  of   the   Round   Dairy   Barn."     111. 
Agr.  Ex.  Sta.  Bulletin  No.  143.    pp.  44.     Feb.  1910. 
"Cow  Index  of  Keep  and  Profit."     Illinois  Agricultural  Ex.  Sta.  Cir- 
cular No.  134.     22  pp.     Oct.  1909. 
"Conservation  of  the  Dairyman's  Energy."     111.  Agr.  Ex.  Sta.  Cir.  No. 
143.     28  pages.     April,   1910. 

# 

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123 

Fuller,  William — 

"Primary  Tuberculosis  of  the  Mammary  Gland."     X.   Y.  Med.  Jour. 
Sept.  4,  1909.     pp.  451-454- 
"  "Diagnosis  of  Fractures."     111.  Med.  Jour.  Dec.  1909.    9  pp. 

Garland,  C.  M. — 

"Factory  Testing  of  the   Automobile  Engine."     Horseless  Age.,  July 
16,  1909.     pp.  8. 
"        "An  Improved  Absorption  Dynamometer".     Jour,  of  Am.  Soc.  of  Mech. 

Engineers.     March   1910.     pp.  8. 
and  Kratz,  A.  P.— 

"Testing  the  Suction  Gas  Producer,"  Jour,  of  Am.  Soc.  of  Mech. 
Engrs.    Dec.  1909.    pp.  31. 

and  Clement,  J.  K. — 

"A  Study  in  Heat  Transmission."  University  of  Illinois  Experiment 
Station,  Bulletin  No.  40.     pp.  18. 

Garner,  J.  W. — 

"Introduction  to  Political  Science :  A  Treatise  on  the  nature,  organ- 
ization and  functions  of  the  State."  American  Book  Co.,  N.  Y., 
1910.     pp.  650. 

"The  Presidential  Electoral  System."  Independent,  Vol.  LXVITL 
pp.   191-195-     Jan.  27,  1910. 

"Criminal  Procedure  in  the  United  States."  North  American  Re- 
view, Vol.  CXCI  pp.  49-63.     Feb.  1910. 

"News  and  Notes".  American  Political  Science  Review.  Vol.  III. 
pp.  262-275,  May,   1909. 

"News  and  Notes".  American  Political  Science  Review.  Vol.  III. 
pp.  436-452.     August,   1909. 

"News  and  Notes".  American  Political  Science  Review.  Vol.  III. 
PP-   59/-6i3.     November,    1909. 

"News  and  Notes."  American  Political  Science  Review,  Vol.  IV. 
pp.  91-119.     Febrauary,  1910. 

"La  Vie  Politique  aux  Etats-Unis."  Revue  Politique  et  Parlementaire, 
Vol.  LX.     pp.   186-198,  November,  1909. 

La  Vie  Politique  aux  Etats-Unis."  Revue  Politique  et  Parlimentaire. 
Vol.   LXIV.     pp.   178-194.     April   1910. 

"New  Politics  for  the  South."  Annals  of  the  American  Academy  of 
Political   and  Social  Science,     pp.   172-183.     January   1910. 

"The  American  Institute  of  Criminal  Law  and  Criminology;  Pro- 
posed Reforms  in  Federal  procedure ;  Bibliography  of  Criminal 
Law  and  Criminology;  and  miscellaneous  notes."  Journal  of  the 
American  Institute  of  Criminal  Law  and  Criminology.  Vol.  I. 
pp.  2-15;  122-136;  and  159-163.     May  1910. 


C123) 


124 

Gill,  F.  W.— 

and  Grindley,  H.  S. — 

"The  Preservation  of  Urine  by  Thymol  and  Refrigeration."  Jour. 
Amer.  Chem.  Soc,  Vol.  31,  No.  6,  pp.  695-710,  June,  1909. 

"Total  Nitrogen  Determination  by  the  Kober  Method."     Jour.  Amer. 
Chem.  Soc,  Vol.  31,  No.  II,  pp,  1249-1252,  Nov.,   1909. 
and  Allison,  F.  G.,  and  Grindley,  H.  S. — 

"The    Determination   of    Urea   in   Urine."     Jour.   Amer.    Chem.    Soc., 
Vol.  31,  No.  9,  pp.  1078-1093,  Sept.  1909. 
Girault,  A.  A. — 

"The  Chalcidoid  Parasites  of  the  Coccid  Eulecanium  nigrofasciatum 
(Pargaude),  With  Descriptions  of  three  new  North  American 
species  of  the  Subfamilies  Eucyrtidae  and  Aphelininae  from  Illi- 
nois."    Psyche.     Boston,  Mass.,  XVI,  August,   1909,  pp.  75-86. 

"Standards  of  the  number  of  eggs  laid  by  Insects."  VIII.  Ent. 
News,  Philadelphia,  XX,  October,  1909,  pp.  355-357. 

"Oligosita  Americana  Ashevead  species  nova,  a  new  chalcidoid  of  the 
family  Trichogamindae  from  Illinois."  Psyche,  Boston,  Mass., 
XVI.     October,   1909,  pp.   106-110. 

"A  new  chalcidoid  genus  and  species  of  the  family  Mymaridae  from 
Illinois,  Parasitic  on  the  eggs  of  the  weevil  Tylodema  faveolatum 
(Say)."  Journal  New  York  Ent.  Society.  N.  Y.,  XVII,  Dec.  1909, 
pp.   167-171. 

"The  Detestable  House  Fly".  Illinois  Agriculturist,  Urbana,  XIV. 
February,  1910,  pp.  12-16.  fig. 

"Notes  on  Variation  in  similar  periods  of  embryonic  development : 
Its  bearing  on  the  theory  of  effective  temperatures".  Bulletin 
Wisconsin  Society  of  Natural  History,  Milwaukee,  Wis.,  IV,  1910, 
pp.    10-19,  text-figures   1-6. 

"Notes    on    Oucideses    texana    horn    in    Georgia :    Opposition".      Ent. 
News,   Philadelphia,  XXI.     May  1910,  pp.  226-228. 
and  G.  E.  Sanders — 

"The  chalcidoid  parasites  of  the  common  house  or  typhoid  fly  (  Muoca 
Domestica  Linnaeus)   and  its  allies. 

I.  Reconstruction  of  the  genus  Nasonia  Ashevead  of  the  family 
Pteromalidae,  with  Description  and  Biology  of  Nesonia  brevicornis 
Ashevead,  specia  nova,  its  type  species  from  Illinois."  Psyche, 
Boston,  Mass.,  XVI.  Dec.  1909,  pp.  1 19-132,  figs  1-5.  XVII.  Feb. 
1910.  pp.  9-28 
Goldthwaite,  N.  E. — 

"Jelly-Making."  Good  Housekeeping,  Springfield,  Mass.,  June,  1909. 
2%  pages. 

"Contribution  on  the  Physics  and  Chemistry  of  Jelly-Making."  Jour- 
nal of  Industrial  and  Engineering  Chemistry,  Chicago,  June,  1909. 
pp.  7. 

(124) 


125 

Goldthwaite,  N.  E. — (cont'd) 

"  "Effects  of  the  Presence  of  Carbohydrates  upon  the  Artificial  Diges- 

tion of  Casein.    Journal  of  Biological  Chemistry,  Jan.,  1910.  pp.  12. 

Goss,  W.  F.  M.— 

"Locomotive  Performance  Under  Saturated  and  Superheated  Steam." 
Proc.  of  American  Railway  Master  Mechanics'  Association,  Chi- 
cago, 1909,  pp.  48. 
"  "Science    and    Transportation".      Transactions    of    the    Illinois    State 

Academy  of  Science,  Springfield,  Illinois,  1909,  pp.  4. 
"Second  Degrees   for  Graduates  of  Engineering  Courses."     Proc.  of 
the  Society  for  the  Promotion  of  Engineering  Education,  N.   Y. 

1909,  PP-  3- 
"  "The   Utilization    of    Fuel    in    Locomotive    Practice."      United    States 

Geological    Survey    Bulletin    No.    402,    Washington,    D.    C,    Nov., 
1909,    pp.    28. 
Report  of  the  Standing  Committee  on  Brake  Shoes  of  the  Master  Cat 
Builders'   Association.     Proc.    of   the   Association,   Chicago,    1909 
approximately  4  pages. 

Greene,  E.  B. — 

"A  Report  on  the  Progress  of  State  Historical  Societies".  Am.  Hist. 
Assoc,  Annual  Report  for  1907.  pp.  51-56.  Government  Print- 
ing Office.    Washington,  1909. 

"The  Elective  System  in  the  College  of  Literature  and  Arts."  Alumni 
Quarterly  of  the  University  of  Illinois,  Urbana.,  Vol.  IV.  pp.  12-20 
Jan.  1909. 

and  Alvord,  C.  W. — 

Executive  Letter-Book  of  Illinois,  1818-1834.     Illinois  Historical  Col- 
lections.     Vol.    IV.,    pp.    xxxiii,    317.      State    Historical    Library 
Springfield,    1909. 
•Grindley,    H.    S. — 

"The  Nutritive  and  Economic  Values  of  the  Cheap  Cuts  of  Beef  as 
Compared  with  the  Choice  and  Expensive  Cuts."  Harper's 
Weekly,  Vol.  54,  No.  2775,  pp.  11-12,  February,  1910. 

"The  Preservation  of  Meats  by  Cold  Storage."     Illinois  Medical  Jour- 
nal., Vol.  17,  No.  2,  pp.  152-157,  February,  1910. 
See  Emmett,  A.  D. 
See  Gill,  F.  W. 
Hall,  L.  D.— 

"Commercial  Feeds  for  Fattening  Cattle".  Illinois  Agriculturist. 
Urbana,  111.    Vol.  XIII  :g,  pp.  16-20,  June,  1909. 

"Winter-Fattening  Cattle".     Orange  Judd  Farmer.     Chicago,  111.     Vol. 
48-2,  pp.  58-9.     Jan.  1910. 
Marker,  O.  A. — 

"Statutory  Appeal  in  Illinois",  Illinois  Law  Review,  Vol.  4,  No.  2,  for 
June,  1909,  commencing  with  page  81.    pp.  6. 

(125) 


126 

Harker,  O.  A.— (cont'd) 

"  "Should  the  Jury  be  Judges  of  the  Law  in  Criminal  Cases?"    Address- 

before  the  States  Attorneys'  Association  of  Illinois  at  their  An- 
nual Session  in  Chicago,  June  I,  1909,  University  Bulletin,  Vol.  Jr 
No.  33,  Nov.  7,  1909.     pp.  15. 

Hawk,  P.  B.— 

and  Rehfus,  M.  E. — 

"A  Study  of  Nylander's  Reaction".     Jour,  of  Biol.  Chem.  Vol.  VII. 
No.  4,  pp.  273-286,  1910. 
"  "Nylander's  Reaction  in    the    Presence    of    Mercury  or  Chloroform". 

Journal  of  Biological  Chemistry,  Vol.  VII.  No.  4,  pp.  267-272,  1910. 

and  Howe,  Paul  E. — 

"A  Study  of  Repeated  Fasting".  Proc.  Soc.  of  Biol.  Chemists,  1910. 
Abstract,  2  pages. 

and  Howe,  P.  E.  and  Mattill,  H.  A. — 

"Fasting  Studies  on  Men  and  Dogs."  Proc.  Society  of  Biol.  Chemists,. 
1910.    Abstract,  2  pages. 

and  Fowler,  C.  C. — 

"Studies  on  Water  drinking.  II.  The  Metabolic  Influence  of 
Copious  Water  drinking  with  meals."  Jour,  of  Experimental 
Medicine,  Vol.  XIII,  1910,  pp.  30. 

Hayes,  E.  C— 

"The  Teaching  of  Sociology".     American  Journal  of  Sociology.     Chi- 
cago.   Vol.  XV.    pp.  665-669.    March,  1910. 
Discussion  of  "The  Psychological  View  of  Society".    Ibid.    pp.  612-614. 

Heineck,  A.  P. — 

"The  Modern  Operative  Treatment  of  Fractures  of  the  Patella."     A 
Monograph.     Surgery,  Gynecology  and  Obstetrics.    Chicago.    1909, 
August,     pp.  117-248. 
Hepburn,  N.  W. — 

See  Lee,  C.  E. 
Hollister,  H.  A. — 

"High    School    Administration".     D.    C.    Heath   &   Co.,   Boston,    1909, 

pp.  XII,  379. 
"Public  School  Buildings  and  their  Equipment,  with  special  reference 
to  High  Schools."     Bulletin  No.  I.     School  of  Education,  Univer- 
sity of  Illinois,     pp.  37. 
Howe,  Paul  E. — 

See  Hawk,  P.  B. 
Howe,  R.  B.— 

"Results  of  Spraying  Experiments,  1909."     Circular  No.   137,  Univer- 
sity of  Illinois  Agricultural  Experiment  Station,    pp.  39.    Feb.  1909. 
"Results  of  Our  Spraying  Experiments  for  1909."    Transactions  of  the- 
Horticultural    Society   of    Southern    Illinois,   published   in    Trans- 

(126) 


127 

actions    of    Illinois    Horticultural    Society    Report,  Vol.  43.     New- 
Series  1909.     pp.  437-454- 
Jesse,  R.  H.,  Jr. 

and  Baxter,  G.  P. — 

"Revision  des  Atomgewichtes  von  Chrom — Die  Analyse  von  Silber- 
chromat."  Zeitschrift  fur  Anorganische  Chemie.  Hamburg  und 
Leipzig.     Band  62,  pp.  33^-343-     July.   I909- 

Published  also  in  Chemical  News,  London.     Vol.  100.  pp.  213-216; 
228-229.    1909. 

and  Richards,  T.  W. — 

"The  Heats  of  Combustion  of  Octanes  and  Xylenes."    Journal  of  the 
American    Chemical   Society.     Easton,    Pa.     Vol.    32,   pp.   268-298. 
March.   1910. 
Jones,  Florence  Nightingale — 

"Boccaccio   and   his    Imitators".     University   of   Chicago    Press,    1910. 
pp.  46. 
Jones,  Grinnell — 

"Eine  Erklarung  des  negativen  Ausdehnungskoeffizienten  von   Silber- 
jodid."     Zeitschrift     fur     physikalische     Chemie.     Leipzig.     Vol. 
LXXI.     pp.   179-190,  1910. 
"The  Atomic  Weight  of  Hydrogen".    Journal  of  the  American  Chem- 
ical Society.    Vol.  XXXII.     pp.  513-517.    April,  1910. 
and  Richards,  T.  W. — 

"Die    Kompressibilitaten  der  Chloride,  Bromide  und  Iodide  von  Nat- 
rium, Kalium,  Silber  und  Thallium".     Zeitschrift  fur  physikalische 
Chemie.     Leipzig.     Vol.   LXXI.     pp.    152-178.     1910. 
and  Baxter,  G.  P. — 

"A  Revision  of  the  Atomic  Weight  of  Phosphorus.  First  Paper — 
The  Analysis  of  Silver  Phosphate",  published  in  three  periodicals 
as  follows  :  Proc.  Am.  Acad,  of  Arts  and  Sciences.  Boston,  Vol. 
XLV  pp.  138-158.    Jan.  1910. 

Journal  of  the  American  Chemical  Society.     Easton,  Vol.  XXXI. 
pp.  298-318.     March   1910. 

Zeitschrift  fiir  anorganische  Chemie.     Leipzig.     Vol.  LXVI.     pp. 
97-121.     1910. 
Kerr,   Josephine,  E. — 

See  MacNeal,  W.  J. 
Kinley,  David. — 

"The  Use  of  Credit  Instruments  in  Payments  in  the  United  States." 

Rep.   Nat'l   Monetary  Com.,  Washington,   1910. 
Professor  Fisher's  Formula  for  Estimating  the  Velocity  of  the  Cir- 
culation of  Money."    Publ.  Amer.  Statis.  Assoc,  March,  1910. 
Knipp,  Charles  T. — 

"A  Simple  Cloud  Apparatus."  Science,  H.  S.,  Vol.  XXX.,  No.  782, 
pp.  930-932,  December  24,  1909. 

(127) 


128 

Kratz,  A.  P. — 

See  Garland,  C.  M. 

Kunz,  Jakob — 

"On    the    electron    theory   of    thermal    radiation    for    small    values   of 

N  T."    Physical  Review,  Vol.  XXVIII.    p.  313.    May,  1909.     11  pp. 
"  "On  the  photoelectric  properties  of  sodium-potassium  alloy."     Physical 

Review,  Vol.  XXIX.    p.  174.     August,  1909.    pp.  3. 
"On  the  photoelectric  effect  of  sodium-potassium  alloy  and  its  bearing 

on   the   structure   of   the   ether."     Physical   Review,   Vol.    XXIX. 

p.  212,   Sept.   1909.     17  pp. 
"The  absolute  values  of  the  moments  of  the  elementary  magnets  of 

iron    nickel  and  magnetite."     Physical  Review,  Vol.  XXX,  p.  359. 

March,  1910.     12  pages. 

Larson,  L.  M. — 

A  Syllabus  of  European  History.     Champaign-Urbana,  1909.  pp.  74. 
"The  Sectional  Elements  in  the  Early  History  of  Milwaukee."     Proc. 
of  the  Mississippi  Valley  Historical  Association,  1907-1908.  Cedar 
Rapids,  la.,    1909,  pp.    121-135. 

La  Rue,  George  R. — 

"On  the  Morphology  and  Development  of  a  new  Cestode  of  the  Genus 
Proteocephalus   Weinland",   Trans,   of    Amer.   Microscopical    Soc, 
Vol.  XXIX.     No.   1.     pp.   17-49.     Dec.    1909. 
Latzer,  Lenore  L. — 

See  MacNeal,  W.  J. 
Lee,  C.  E. — 

and  Hepburn,  N.  W.  and  Barnhart,  J.  M. — 

"A    Study   of   Factors   Influencing   the   Composition   of    Butter."     111. 
Agri.  Exp.  Station.  Bulletin.     No.  137.     Sept.  1909.     pp.  314-366. 
and  Barnhart,  J.  M. — 

"Composition  of  Market  Butter."    111.  Agri.  Exp.  Station  Bulletin,  No. 
139.     October,  1909.    pp.  441-457. 
Lessing,  O.  E. — 

"Die  neue  Form.    Ein  Beitrag  zum  Verstandnis  des  deutschen  Natural- 

ismus.     Carl  Reissner.     Dresden,   1910,  pp.  233. 
"Whitman  and  German  Critics".    Jour,  of  English  and  Germanic  Phil- 
ology.    Urbana,  Vol.  IX.  1,  pp.  85-98.     January,  1910. 
Lincoln,  A.  T. — 

and  Carnahan,  D.  H. — 

"Theoretical    Principles    of    the    Methods    of    Analytical    Chemistry." 
(Translation  of  the  work  of  M.  G.  Chesnau).     Macmillan.     N.  Y. 
1910.     pp  x,  184. 
Litman,  Simon — 

"Accounting"  (Discussion  on).  American  Economic  Association  Quar- 
terly, vol.  X,  No.  1,  pp.  102-104,  April,  1909. 

(128) 


129 

ILitman,  Simon — (cont'd) 

"  "Tarifif  Revision  and  Foreign  Markets".    American  Economic  Associa- 

tion  Quarterly,  vol.  X,  No.   i,  pp.  314-325,  April,   1909. 
"  "The  Aim  of  a  Course  in  Elementary  Economics".     Journal  of  Polit- 

ical Economy,  vol.  XVII,  No.  10,  pp.  685-688,  Dec.  1909. 
"Trade  and  Commerce".     La  Salle  Extension  University  Publications. 

Chicago,  1910.    pp.  170. 
"Review  of  Legislation  on  Commerce  and  Industry,    1907  and  1908." 

New  York  State  Library  Bulletin,  Albany,  1910.     pp.  12. 
"Competition  in  Trade".     La  Salle  Extension  University  Publications. 
Chicago,  1910.     pp.  15. 
Txoyd,  John  W. — 

"How  to  Grow  Muskmelons".     Illinois  Agricultural  Experiment  Sta- 
tion, Circular  No.  139,  pp.  19.     Urbana,  Feb.  1910. 
and  Brooks,  I.  S. — 

"Growing   Tomatoes    for   Early   Market".      Illinois    Agricultural    Ex- 
periment Station,  Bulletin  No.  144,  pp.  45-88.     Urbana,  February, 
1910. 
Lytle,  E.  B. — 

"Proper  Integrals  over  Interable  Fields."     Transactions  of  the  Amer- 
ican Mathematical  Society.     N.  Y.,  Vol.  XL,  pp.  25-36.     Jan.  1910. 
"Young  and  Jackson's  Elementary  Algebra."      (A  Review)     Bulletin 
American   Mathematical   Society.     N.  Y.   Vol.   XVI.     pp.  215-216. 
Jan.  1910. 
MacNeal,  W.  J.— 

"The  bacteriology  of  infectious  abortion."     Illinois  Agriculturist,  Vol. 

13,  No.  9,  p.  21,   1909. 
"Pellagra".     An   address  at  an   assembly  of   the   College   of   Science, 
University  of  Illinois,  Dec.  2,  1909.    Illinois  Medical  Journal,  Vol. 
17,  PP-  59-67,  1910. 
"What  teachers  may  do  to  promote  personal  hygiene  and  public  health." 
The  Nature  Study  Review,  Urbana,  Vol.  6,  No.  2,  pp.  39-40.  1910. 
and  Latzer,  L.  L.  and  Kerr,  J.  E. — 

"The  fecal  bacteria  of  healthy  men,  Part  II,  Quantitative  culture  ex- 
periments."    Journal  of  Infectious   Diseases,  Chicago,  Vol.  6,  pp. 
571-609,  1909. 
Major,  H.  F. — 

"The  Garden  Yard".  Illinois  Agriculturist,  Nov.  1909.  pp.  19-22. 
"How  to  fix  up  the  Yard".  (Some  kinds  of  trees,  shrubs  and  vines 
and  where  to  plant  them)  Circular  No.  135  (Jan.  1910)  Uni- 
versity of  Illinois  Agricultural  Experiment  Station,  pp.  24. 
"Classification  of  Ornamental  Plants  as  Adapted  to  the  Various 
Uses  in  Landscape  Gardening."  Dept.  of  Horticulture  1909.  Spe- 
cial   Publication    edition    limited,      pp.    7. 

(129) 


130 

Major,  H.  F. —  (cont'd) 

"A  Walk  in  the  Woods   is   Profitable."     Illinois  Agriculturist,  April, 

iqio.     pp.  1-3. 
"Making    Money    by    Landscape    Gardening".      Illinois    Agriculturist, 
Feb.  1909.    pp.  6-10. 

Malcolm,  C.  W. — 

"Text-Book  on  Graphic  Statics."     Myron  C.  Clark  Pub.  Co.  Chicago 
and  New  York,  1909,  pp  xii,  310. 
Mi:ttler,  L.  Harrison — 

"Nervous   Symptoms  of  Diabetes."     Illinois  Medical  Journal,  Spring- 
field, 111.    Vol.  XVIII.    No.  4,  pp.  448-455-    April  1910. 
Miller,  G.  A. — 

"On  the  groups  generated  by  two  operators    (S13S9)    satisfying  two 
conditions."     Quarterly  Journal  of  Mathematics,  Cambridge,  Eng- 
land, Vol.  XL.  pp.  197-209,  May  1909. 
"  "Note  on  the  groups  generated  by  two  operators  transforming  each 

other  into  their  inverses."     Ibid.     pp.   366-7,  July,   1909. 
"The  future  of  mathematics."     Popular  Science  Monthly,  N.  Y.     Vol. 
X.,  pp.  117-23,  August  1909. 
"  "Winnipeg  Meeting  of  the  British  Association  for  the  Advancement 

of  Science."     Science,  N.  Y.  Vol.  XXX.  p.  357,   Sept.   1909. 
Automorphisms  of  order  two."     Transactions  of  the  American  Math- 
ematical Society,  N.  Y.,  Vol.  X,  pp.  471-8,  October,  1009. 
"  "Groups  formed  by  the  prime  residues  with  respect  to  modular  sys- 

tems."     Archiv    der    Mathematik    und    Physik,    Berlin,    Germany^ 
Vol.  XV.,  pp.  115-121.     November,  1909. 
"Groups  generated  by  two  operators    (Si  S2)    satisfying  the  equation 

(S1S2)*  ='S2P,)B. 

(X  and  B  being  relatively  prime."     Bulletin  of  the  American  Math- 
ematical Society,  N.  Y.,  Vol.  XVL.    pp.  67-9,  Nov.  1909. 

"  "Sur  les  groupes  engendres  par  deux   operateurs  dont  chacun  trans- 

forme  le  carre  de  l'autre  en  son  inverse."  Comptes  Rendus  des 
Seances  de  l'Academie  des  Sciences,  Paris,  France,  Vol.  149 
CXLIX.  pp.  843-6.  November,  1909. 
"On  a  few  points  in  the  history  of  elementary  mathematics."  Ameri- 
can Mathematical  Monthly.  Springfield,  Mo.,  Vol.  XVL.  pp. 
177-9,  November,  1909. 

"  "Groups     generated     by     two     operators     satisfying     the     condition 

Si  So  —  K1  '"i  '•      Prace   Matematyczno-Fizyczne.     Warsaw,   Rus- 
sia.   Vol.  XX.  pp.  193-7,  1909- 
Generalizations    of    the    icosahedral    group".      Quarterly    Journal    of 
Mathematics,  Cambridge,  England.     Vol.  XLI.     pp.   168-74.  Janu- 
ary,  1910. 
"  "Generalizations  of  the  tetrahedral  and  the  octahedral  groups."    Amer- 

(130) 


131 

ican  Journal  of  Mathematics,  Baltimore,  Vol.  XXXII.     pp.  65-74, 
January,  1910. 

Note  on  the  groups  generated  by  two  operators  whose  squares  are 
invariant."  Bulletin  of  the  American  Matheamtical  Society.  N.  Y. 
Vol.   XVI.     pp.   173-4.     January  1910. 

"Explanation  of  the  term  fourth  dimension."  School  Science  and 
Mathematics,  Chicago.     Vol.  X.  pp.  43-7,  January,  1910. 

"The  sixty-first  meeting  of  the  American  Association  for  the  Ad- 
vancement of  Science."  Bulletin  of  the  American  Mathematical 
Society.     N.  Y.    Vol.  XVI.    pp.  306-12,  March,  1910. 

"Recent  changes  of  view  as  regards  some  points  in  the  history  of  ele- 
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"Exophthalmic  Goitre  from  the  Standpoint  of  the  Clinical  Surgeon." 
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Jan.  1910. 
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Oliver,  Thomas  E. — 

"Some  Analogues  of  Maistre  Pierre  Pathelin."    The  Journal  of  Amer- 
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October-December,  1909. 
Paetow,  L.  J. — 

"The  Arts  Course  at  Medieval  Universities  with  Special  Reference  to 
Grammar  and  Rhetoric.     In  the  University  Studies,  University  of 
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"Lightning."     Technograph  No.  23.     pp.  29-31. 
Parr,  S.  W.— 

"Chemical  Data  as  Related  to  the  Power  Plant."    Transactions  of  the 
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Parr,  S.  W.— (cont'd) 

"  "Specifications  for  the  Purchase  of  Coal."    Transactions  of  the  Illinois 

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and  Ernest,  T.  R. — 

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and  Wheeler,  W.  F. — 

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Calorimeters.    Jour.  Ind.  &  Eng.  Chem.,  Sept.  1909.    pp.  6. 
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and  Wheeler,  W.  F.  and  Berolsheimer,  Ruth — 

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and  Ernest,  T.  R.  and  Williams,  W.   S. — 

"Studies  in  the  Uses  of  Finely-Divided  Silica."  Jour,  of  Ind.  &  Eng. 
Chem.,  Oct.,  1909.    pp.  4. 
and  Barker,  Perry — 

"The   Occluded   Gases   in    Coal."     Eng.    Expt.    Sta.     Bulletin    No.  32, 
March,  1909.    pp.  28. 
and  Mears,  Brainard  and  Weatherhead — 

"The  Chemical  Examination  of  Asphaltic  Material."     Jour,  of  Ind.   & 
Eng.   Chem.,  Nov.   1909.     pp.  8. 
and  Wheeler,  W.  F. — 

"Unit  Coal  and  the  Composition  of  Coal  Ash."     Eng.  Exp.  Sta.  Bul- 
letin No.  37,  March,  1910.    pp.  67. 
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1910.     pp.  43. 
See  Bartow,  Edward. 
Pease,  A.  S.— 

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pp.  386-388.     July,  1909. 
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Classical  Philology.     Cambridge,  Mass.    Vol.  XXI.  pp.  51-74.  1910. 
and  Moore,  A.  H. — 

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ton, Vol.  XII.     pp.  61-77.     April  1910. 
Powell,  T.  R. — 

"Review    of    Spiegel's    Die    Verwaltungsrechtswissenschaft.     Am.  Pol. 

Sci.  Review.   IV.     129-132.     February,   1910. 
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ment of  the  State.     Political  Sci.  Quarterly.     XXIV.     pp.  525-527. 
Sept.    1909. 

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134 

Price,  Anna  May — 

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338-342.     Nov.  iqoq- 
Pusey,  W.  A  — 

Address  to   New   Medical   Students,  Chicago   Medical   Recorder,   No- 
vember,  1909. 
"Some  of  the  Diseases  of  the  Soft  Tissues  of  the  Mouth."     Discus- 
sion of  Dr.  Thomas  L.  Gilmer's  paper.    Dental  Review,  June,  1909. 
"The  teaching  of  Dermatology — Dermatology  and  the  Pharmacopeia.'' 
Chairman's  Address  before  the  Section  on  Cutaneous  Medicine  and 
Surgery  of  the  American  Medical  Association.     Jour.  Am.   Med. 
Assoc.    June  19,  1909. 
Reed,  F.  W.— 

"On    Singular   Points   in   the  Approximate   Development  of   the   Per- 
turbatise    Function."     Trans,    of   the   Am.    Math.    Society.    N.    Y. 
Vol.  X.,  No.  4,  pp.  485-509.     Oct.  1909. 
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"On  Inheritance  in  the  Production  of  Butter  Fat."     Biometrika,  Lon- 
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XVII,  March  1910,  pp.  51-53. 

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5II-5I4. 
and  Crathorne,  A.  R. — 

College  Algebra,  Henry  Holt,  N.  Y.,  1909,  pp  xii,  261. 
Rinaker,  H.  B. — 

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Home  Economics."     N.  Y.    Vol.  I.  pp.  409-417.     Dec.  1909. 
Robertson,  W.  S. — 

"Francisco  de  Miranda  and  the  Revolutionizing  of  Spanish  America." 
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Robinson,  Maurice  H. — 

"Railway   Freight   Rates".     Yale    Review,    New    Haven,    Conn.     Vol. 

XVIII.  pp.  122-154.     Aug.  1909. 

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Feb.  1910. 
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See  Girault,  A.  A. 
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"The  Ordovician  and  Silurian  Formations  in. Alexander  County,  111." 

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135 

American  Journal  of  Science,  New  Haven,  Conn.     Vol.  XXVIII. 
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Springfield,  Illinois."  Trans,  of  the  111.  State  Acad,  of  Science. 
Vol.  II.    pp.  38-44.     1909. 

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"On    Some   Loci   Associated   with    Plane   curves".      American    Journal 
of  Mathematics.     Baltimore.    Vol.  XXVI.    pp.  253-262.    July  1909. 
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"Tests  of  Road  Materials."  Proc.  111.  Eng.  Soc,  1910.  pp.  5.  (Meet- 
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Hydroids   in  the   Illinois  River.     Biological   Bulletin.     Chicago,     Vol. 
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The  Interaction  of  Mixed  Salt  Solutions  and  Liquid  Amalgams."' 
(First  Paper).     A  Study  of  the  Reaction, 

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"Raleigh  County,   (W.  Va.)   Mining     Methods,"     Mines     &     Minerals 
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"  "New  River  Coal   Field    (W.  Va.)"  Mines  and  Minerals,  June   1909, 

5^2   pages — 9900  words. 
"  "Sealing  off  Summit  Hill  Mine  Fire,"  Mines  &  Minerals,  August,  1909, 

4  pages,  6400  words. 
"The    Kanawha    Region,    W.    Virginia,"    Mines    &    Minerals,    August, 

1909,  4  pages,  6400  words. 
"The    Coal     Fields     of  Middle  Central  W.  Virginia,"  Mines  &  Min- 
erals, Sept.,  1909,  4l/2  pages,  7200  words. 
"Coal  Fields  of  Central  W.  Virginia,"  Mines  &  Minerals,  Oct.,  1909. 

4l/2  pages,  7200  words. 
"Presidential  Addresses,  Coal  Mining  Institute  of  America,  July  1909 — 
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"Marquette  Range  Caving  Methods."     Mines  &  Minerals,  Nov.   1909, 

7  pages,  1 1200  words. 
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6400  words. 

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137 

Stoek,  H.  H. —  (cont'd) 

"Cherry  Mine  Disaster".     Mines  and  Minerals,  Dec.  1909,  2  pp. — 3200 
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1910.    4V2  pp. 
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Thompson,  John  Giffin — 

"The  Rise  and  Decline  of  the  Wheat  Growing  Industry  in  Wiscon- 
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Van  Meter,  Anna  Roberta — 

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Oct.,  1909.     (7000)    12  pp. 

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Sept.  1909. 
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Proc.  of  the  Seventh  International  Zoological  Congress.     Boston, 

Nov.  1909.     (Advance  Print,  12  pp.) 
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Proc.  of  the  7th  International  Zoological  Congress.     Boston.     (Ad- 
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XXXIX,  pp.   162-167.     1910. 
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1  plate.     Issued  April,  1910. 
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"A  Substitute  for  Lampblack".     School  Sciences  &  Mathematics.     Chi- 
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N.  Y.,  Vol.  30,  p.  128,  1910.     Completed  article  in  Physical  Review. 
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See  Parr,  S.  W. 
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"Lincoln  Hall"— Alumni  Quarterly,  Vol.   IV   No.  2,  April,   1910. 
Wiehr,  Josef — 

"A  History  of  German  Literature  by  Calvin  Thomas.    The  Journal  of 

English  and  Germanic  Philology,  Vol.  IX,  No.  I.  pp.  99-107. 
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Wyman,  A.  Phelps — 

"The  Small  Home  Yard."     Circular  138.     University  of  Illinois  Agri- 
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From  N/<^*h*   IVsWu      f?C«^*y) 
pp.  204-209.  <j      I*      ' 


UNIVERSITY  OF  ILLINOIS-URBANA 

379  12J230  C007 

THE  ORIGIN  OF  THE  LANO  GRANT  ACT  OF  1862 


3  0112  025306736 


JIL 

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